Poetry Book Review #1
1. BIBLIOGRAPHY
Sidman, Joyce. 2005. SONG OF THE WATER BOATMAN: AND OTHER POND POEMS. Ill. by Beckie Prange. New York: Hougton Mifflin Co. ISBN 0618135472
2. PLOT SUMMARY
SONG OF THE WATER BOATMAN: AND OTHER POND POEMS consists of 11 poems and descriptions of pond life in Minnesota. This book is a compilation of poems intermixed with associated science descriptions, and art into a beautiful resource for children in grades 3- 7. Species and topics described are spring peepers, a wood duck, great diving beetle, green darner dragonfly, the food chain, water boatman, backswimmers, a water bear, cattails, and the painted turtle. A physical description of the flora and fauna and their behavior is included. The poems are titled and are written in a variety of formats from concrete to narrative style.
3. CRITICAL ANALYSIS
Joyce Sidman (author) and Beckie Prange (illustrator) have put together a large scale full color specialized nature poetry book for children. The titled poems are arranged in a creative way with a nonfiction description (using scientific terminology) of either flora or fauna and complemented with a beautifully detailed 2 page spread of large watercolor woodcut illustrations. The illustrations tell their own story and are enhanced by soothing colors and outlines. The poems can stand alone if read aloud and would keep the audience guessing as to what is being described in a lively pond ecosystem. The poems vary in length, style, and rhythm. The title poem, “Song of the Water Boatman and Backswimmer’s Refrain” is arranged in 5 verses that are made up of quatrains followed by a three line refrain that is rhyming in nature. Several poems take on a concrete style of poetry; “Aquatic Fashion” is in the elongated shape of a narrow caddis fly and larvae; “Travel Time” is a flowing shaped poem that mimics water and the microorganisms that live within it. “Listen for Me” exhibits a mystical example of repeated sound pattern elements of words as the spring peepers come out at night. This resource of poetry and information would be a useful source in beginning a lesson on ecology. A Glossary of scientific terms is included in the back of the book.
4. REVIEW EXCERPTS
Caldecott Honor Award 2006
BOOKLIST Review: Starred Review. “Focusing on one pond creature or plant per spread, Sidman employs many poetic forms, including austere haikus and rollicking sea shanties, and her fine selections are both accessible and sophisticated.”
BULLETIN OF THE CENTER FOR CHILREN’S BOOKS Review: “… it would serve admirably on its own as an atmospheric sequence to introduce kids to a world they don’t know or lead them to reconsider one they take for granted.”
SCHOOL LIBRARY JOURNAL Review: Starred Review. “An organic union of poetry and science, this book encourages readers to ponder the minutiae and magnificent life of the natural world.”
5. CONNECTIONS
· Read other books by Joyce Sidman: THE WORLD ACCORDING TO DOG (2008), MEOW RUFF: A STORY IN CONCRETE POETRY (2006) THIS IS JUST TO SAY: POEMS OF APOLOGY AND FORGIVENESS (2007)
· Connect to an Ecology or Botany Lesson on pond life; students can then write their own poems on a particular plant or animal not talked about in the book.
· Connect to Art – have students do their own wood cuts and write a short verse.
· Connect to Music – Play nature soundscape music while reading through the book and looking at the illustrations.
Poetry Book Review #2
1. BIBLIOGRAPHY
Prelutsky, Jack. 1996. A PIZZA THE SIZE OF THE SUN. Ill. by James Stevenson. New York: Greenwillow Books. ISBN 0688132359
2. PLOT SUMMARY
Jack Prelutsky, first Children’s Poet Laureate (2006) writes a compilation of 105 humorous poems in A PIZZA THE SIZE OF THE SUN. These poems are arranged on either a one or two page spread. They are accompanied by whimsical black ink line drawings with washes of gray for added dimension. The characters and creatures in the drawings are friendly. Each poem can be read aloud independently of the others. Kindergarten through 6th grade.
3. CRITICAL ANALYSIS
Prelutsky captures a fresh humorous appeal in his collection of poems in A PIZZA THE SIZE OF THE SUN. The poems follow a variety of forms (limerick, concrete (irregular, circular, triangular) boldface, backwards, font, style, and length). The diversity in rhythm, rhyme, and language keeps them interesting. Without the use of illustrations children could use their imagination to form images of the characters or events being described. Many of these lyrical poems are about animals, insects and other crawly creatures, and imaginary figures (aliens, Fummawummalummazumms, Doddies). Poetic themes vary and include verses about people, inventions, foods, and silly words. These poems are kid-friendly, entertaining, and fun. Children will like reading about a cast of characters, for example, Frenetica Fluntz, Grandpa McWheeese, K. C. O’Fleer, Dan the Invisible Man, Mister Pfister Gristletwist, and Zeke McPeake. Some of my favorites are “I Do Not Like the Sunshine,” Herman Sherman Thurman,” and “I’m Proud of My Preposterpus.” The simple black ink drawings by James Stevenson complement each poem. These poems allow students to use their imagination and enjoy light-hearted humor as they read aloud. This resource contains a useful Index to Titles and Index to First Lines in the back of the book.
4. REVIEW EXCERPTS
HORN BOOK Review: “Poems in varied typeface and placement in an open format combine with the economical line of well-placed sketches to create a fast-paced and accessible collection that’s loads of fun.”
PUBLISHER’S WEEKLY Review: “Prelutsky's predilection for playfulness percolates throughout this collection of slyly subversive rhymes, and he couldn't ask for a better partner in crime than Stevenson, whose droll, minimalist sketches so enlivened the duo's previous escapades…”
SCHOOL LIBRARY JOURNAL Review: “…another masterful collection of poems by the prolific Prelutsky, filled with zany people, improbable creatures, and rhythm and rhyme galore, all combining to celebrate the unusual, the mundane, and the slightly gruesome…”
5. CONNECTIONS
· Read aloud other books by Jack Prelutsky: MY DOG MAY BE A GENIUS (2008), IT’S RAINING PIGS & NOODLES (2005)
· Explore Jack Prelutsky’s Web site for students, teachers and parents at: http://www.jackprelutsky.com/
· Read PIZZA, PIGS, AND POETRY: HOW TO WRITE POEMS (2008) and write your own poem with illustrations and display.
Poetry Book Review #3
1. BIBLIOGRAPHY
Hesse, Karen. 1999. OUT OF THE DUST. New York: Scholastic. ISBN 0590371258
2. PLOT SUMMARY
OUT OF THE DUST, takes place in the rural Oklahoma Panhandle during the Great Depression from the winter of 1934 through the winter of 1935. Hesse engages the reader through a ‘narrative style’ as the main character, Billie Jo a young talented 14 year old girl and her family meet many challenges of survival over a harsh two year period. The story is divided by seasons and written in sequence. Lyrics are used throughout to capture the reality of Billie Jo’s family life and the characters she is engaged with; her Ma, Daddy, her brother Franklin, Aunt Ellis, Mad Dog, and Louise to name a few. Grades 5 and up.
3. CRITICAL ANALYSIS
As one reads through each verse, one is emotionally impacted and begins to feel connected as Hesse captures the dismal moments, thoughts, and experiences of Billie Jo’s daily life living in a dust bowl in a rural farming community in Oklahoma. One hundred and eleven verses from one to six pages are compiled in a narrative poem/novel. The meaning that underlies this poem sets a mood expressed by hard times and tragic events. Billie Jo’s thoughts are solemn and keep the reader anticipating what will happen next. The rhythm of the poetry varies throughout the book. One can interpret Billie Jo’s feelings through Hesse’s descriptive language of what is going on around her sensing feelings of touch, smell, taste, and hearing as demonstrated in an excerpt from “Dust Storm,”: “Brown earth rained down / from sky. / I could not catch my breath / the way the dust pressed on my chest/ and wouldn’t stop. / The dirt blew down so thick / it scratched my eyes / and stung my tender skin, / it plugged my nose and filled inside my mouth.” / No matter how I pressed my lips together, / the dust made muddy tracks / across my tongue. / This book is enhanced by the addition of special features located in the back of the book. The contents of the After Words (guide by Mary Jones) include background information about the author, behind the scenes in writing this story (research), a Q &A with Karen Hesse, photographs from the Great Depression, a background on Billie Jo’s world, a recipe for applesauce, and extracts from Karen Hesse’s Newbery Medal Speech.
4. REVIEW EXCERPTS
Winner of the Newbery Medal (1998), Winner of the Scott O’Dell Award, An ALA Notable Children’s Book, An ALA Best Book for Young Adults, A School Library Journal Best Book of the Year, A Booklist Editors’ Choice, and A Publisher’s Weekly Best Book of the Year.
BOOKLIST Review: “The entire novel is written in very readable blank verse, a superb choice for bringing out the exquisite agony and delight to be found in such a difficult period lived by such a vibrant character.”
SCHOOL LIBRARY JOURNAL Review: “Hesse’s ever-growing skill as a writer willing to take chances with her form shines through superbly in her ability to take historical facts and weave them into the fictional story of a character young people will readily embrace.”
KIRKUS Review: “The poem/novel ends with only a trace of hope; there are no pat endings, but a glimpse of beauty wrought from brutal reality.”
5. CONNECTIONS
· Connect to a History and Culture during the Depression throughout the United States
· Connect to Music played during the Depression
· Discuss feelings and thoughts about overcoming adversity in you life, write a short verse and share with class.
Children and YA Book Reviews: Traditional Books
Traditional Book Review #1
1. BIBLIOGRAPHY
De Paola, Tomie. 1998. STREGA NONA: AN OLD TALE RETOLD AND ILLUSTRATED BY TOMIE DE PAOLA. New Jersey: Simon & Schuster. ISBN 0671666061.
2. PLOT SUMMARY
Strega Nona was an old lady who lived in the town of Calabria, Italy. Her name means “Grandma Witch” and the towns people thought she had a “magic touch” with her potions. She hired Big Anthony to help her around the house and the garden. Strega Nona warned Big Anthony not to touch her pasta pot but he was a curious fellow that did not follow what he was told when Strega Nona left him alone one day. He decided to make a pot of pasta for everyone in town to see. Since Big Anthony did not know all of Strega Nona’s secrets he was unable to stop the pasta pot from making pasta and covering the town and its people. Strega Nona returned home to see the terrible mess that Big Anthony made. She decided that he needed to learn a lesson and made him eat all the pasta.
3. CRITICAL ANALYSIS
Tomie de Paola’s charming and magical version of this retold story is a beautifully illustrated watercolor folktale from Italy. Children will be captivated by the main character who maintains a smile on her face throughout the story even when she finds out that Big Anthony her hired helper disobeys her and uses the magic pasta-making pot after he was told to not touch the pot. Like many children that are curious Big Anthony waited for a chance to do just the opposite. At the end of the story he of course gets into trouble when he is not able to control the magic pot. As much as Strega Nona is calm Big Anthony’s expressions change continuously. The book is filled with many two page spreads of muted pastel-colored illustrations. The use of tile roofs and castle-like buildings gives you a feeling of a happy Medieval time period. The moderate amount of text and illustrations complement one another. The use of warm colors of yellow, gold, and red with the drawings of flowing and coiled pasta give you a warm feeling as you read the tale. The lesson to be learned is clear as Strega Nona punishes Big Anthony by telling him to now eat all the pasta. Children will be able to relate their own experiences where they disobeyed their parents and had to pay consequences. This book is a Cadecott Honor Book (1976).
4. REVIEW EXCERPTS
THE NEW YORK TIMES BOOK REVIEW: “De Paola’s illustrations aptly capture the whimsy of this ancient tale… simple line drawings clearly reveal the agony and ecstasy of pasta power, the muted colors create just the right ambience for a Medieval village” (paperback version)
PUBLISHERS WEEKLY Review: “Neither de Paola nor his most famous character, Strega Nona, need introductions in the United States.” (video version)
5. CONNECTIONS
Also available in Spanish print and in video.
Read other Strega Nona stories by Tomie de Paola.
Read and explore folktales from other countries that may represent the students in your class.
Discuss the social meaning of the folktale about respecting the authority of others and the consequences of actions.
Traditional Book Review #2
1. BIBLIOGRAPHY
Climo, Shirley. 1989. THE EGYPTIAN CINDERELLA. Illustrated by Ruth Heller. New York: HarperCollins. ISBN 0064432793.
2. PLOT SUMMARY
Shirley Climo’s story is an Egyptian variant on the folktale of Cinderella during sixth-century B.C. This story takes place in Egypt as a fair-skinned “rosy-cheeked” green-eyed Greek slave girl named Rhodopis is taken to live with three Egyptian servant girls. Rhodopis’ master took notice of her dancing and singing with the animals and decided to give her a pair of beautiful gilded rose-red gold leather slippers to cover her bare feet. The servant girls became jealous of her. Rhodopis was not asked to go to the court of the Pharaoh in Memphis by the servants. She regrettably had to stay behind and do her chores of washing linen and taking care of the garden. A green great falcon came and took one of Rhodopis’ slippers back to Amasis the Pharaoh. As Amasis received the slipper from the falcon he thought this was a sign from the god Horus. He wanted to find whom this belonged too. Amasis set off and successfully found Rhodopis and made her queen of Egypt.
3. CRITICAL ANALYSIS
Shirley Climo’s version of the ancient Cinderella tale is set in Egypt. The plot of the story is similar to the traditional tale of Cinderella. The Egyptian Cinderella is named Rhodopis; a Greek slave girl brought back from Greece to be used as a housekeeper that lives with three jealous Egyptian servants. The Pharaoh Amasis seeks to find a queen of Egypt. The great falcon Horus is the courier of the special slipper owned by Rhodopis. Other animals are depicted in the story as well and are friends with Rhodopis. As a folktale this story contains the flavor of the culture and country of Egypt in the fine lined and colorful illustrations throughout the story. The Egyptian women and men depicted in the story have stereotypic black straight hair with a dark complexion and are dressed in traditional clothing with jewels in their hair or around their necks (similar to Egyptian papyrus prints of ancient Egypt art. There is a magical quality to the illustrations that fill the pages with brightly colored backgrounds, flora and fauna. Text is used to tell the story with the illustrations as an artistic complement. Names used in the text (i.e. Rhodopis (rosy-cheeked), Pharaoh, Horus; city of Memphis, and the Nile attach the story to Egypt. The Author’s Note at the end of the story states that “the story is both fact and fable.” This story would be for preschool through third grade children.
4. REVIEW EXCERPTS
BOOKLIST Review: “Classes that explore variants of folktales and those that study Egypt will find this especially worthwhile.”
THE NEW YORK TIMES BOOK Review: “Conventional clichés are common…the most disturbing features of this trite tale are the racist connotations, whether conscious or not.”
SCHOOL LIBRARY JOURNAL Review: “A stunning combination of fluent prose and exquisitely wrought illustrations. The story of Rhodopis, A Greek slave girl in ancient Egypt … [contains] Powerful visual presentations reminiscent of the figures on Egyptian frieze paintings and carvings, colorful birds and animals that pulse with life…”
5. CONNECTIONS
This Egyptian folklore story could be used in conjunction with other Cinderella variants to compare and contrast the main character and story or study the geography and culture of another country or region.
Traditional Book Review #3
1. BIBLIOGRAPHY
Simonds, Nina, Leslie Swartz, and The Children’s Museum, Boston. Illustrated by Meilo So. 2002. MOONBEAMS, DUMPLINGS & DRAGON BOATS: A TREASUREY OF CHINESE HOLIDAY TALES, ACTIVITIES & RECEIPES. New York: Gullivar Books, Harcourt. ISBN 0152019839.
2. PLOT SUMMARY
Nina Simonds, Leslie Swartz, The Children’s Museum, Boston and Meilo So (illustrator) have put together a beautiful collection of four holiday folklore tales from China and the celebration of the Chinese New Year. Each of these holidays coincides with the lunar calendar. This publication contains a note from the authors, an explanation of Chinese festivals and the lunar calendar, additional resources for adults, young readers, and internet sources for books, information, and specialty foods. In the back of the book the reader will also find a guide to Chinese pronunciations listing vowels and consonants. The festivals include the Chinese New Year and Lantern Festival, Dongfang and the Festival of Lanterns, Qing Ming and the Cold Foods Festival, the Dragon Boat Festival, and the Mid-Autumn Moon Festival. A total of ten simple to follow recipes and activities coordinate with each of the holidays. Chinese folklore include stories about the Kitchen God (Overseer of Destiny), Dongfang (“a skilled astronomer and astrologer … he could predict the future”) and the Fire Goddess, the loyal Jie Zitui, Qu Yuan and the River God.
3. CRITICAL ANALYSIS
Moonbeams, Dumplings & Dragon Boats: A Treasury of Chinese Holiday Tales, Activities, & Recipes is a thematic collection of juvenile nonfiction, traditional and adapted Chinese recipes (i.e. New Year Dumplings, Sweet Rice Balls, Crisp-Cooked Vegetarian Noodles, Tea Eggs, Five-Treasure Moon Cakes and Rabbit-in-the-Moon Cookies) and handicraft activities (i.e. New Year Prints and Characters, Paper Lanterns, Pinwheels, Kites, Bamboo Clackers, Shadow Puppets and Theatre) to complement the additional collection of Chinese folktales and festivals. Teachers, parents, and students will all enjoy this brightly watercolored illustrated book as a reference for the celebration and understanding of Chinese holidays and culture. Each section contains a moderate amount of text with dispersed illustrations that coincide with the folktale, recipe, or handicraft. The use of black ink for distinct lines and vibrant color (primarily shades of red, blue, yellow and green) makes for an attractive simple painting with characters and landscapes. The paintings are of traditional Chinese watercolor style of simple brush strokes. Chinese characters are also added to the English titles. Each handicraft activity and recipe is rated by a pictorial degree of difficulty and the amount of time needed to complete the project. This additional information would be helpful for teachers planning activities with students. The selection of recipes and handicrafts are directly associated with their respectful folktale. This allows the reader to understand the historical value of literature. Each of the folktales evokes a sense of tragedy and strife but ends with a degree of optimism and remembrance and therefore is celebrated year after year. Caution in using the folktales with young children should be noted. This book would be suitable for grades 3-7.
4. REVIEW EXCERPTS
BOOKLIST Review: “This brightly illustrated, large-format book … explains the holiday, tells stories related to it, and offers at least one activity and recipe.”
SCHOOL LIBRARY JOURNAL Review: “The ample white space surrounding the text is filled with small, whimsical watercolor illustrations. Each of the four sections is introduced by a dynamic, detailed watercolor painting on a double-page spread….visually appealing addition to any holiday collection.”
PUBLISHERS WEEKLY Review: “Step-by-step illustrations aid in food preparation or crafts such as New Year Prints or Good Luck Characters in this elegantly designed volume.”
KIRKUS Review: “Gorgeous watercolors complement and brighten each sampling as well as attract readers with their simple beauty and elegance.”
5. CONNECTIONS
Study Chinese heritage, complete some of the handicraft activities and sample a few of the recipes with your class after reading about the stories of these holidays.
If you have children in your class that are of Chinese decent they may ask a parent or grandparent to come in and teach or share something about Chinese culture and language to the students.
Compare these holidays with other ethnic cultures.
This content could also be linked with science or math by discussing calendars (Gregorian, Roman, Julian, Chinese, Thai solar (based on Western and Buddhist calendar), Persian, Islamic, and Jewish). How is a year defined? Complete a lesson on the cycle of the moon, sun, and seasons.
1. BIBLIOGRAPHY
De Paola, Tomie. 1998. STREGA NONA: AN OLD TALE RETOLD AND ILLUSTRATED BY TOMIE DE PAOLA. New Jersey: Simon & Schuster. ISBN 0671666061.
2. PLOT SUMMARY
Strega Nona was an old lady who lived in the town of Calabria, Italy. Her name means “Grandma Witch” and the towns people thought she had a “magic touch” with her potions. She hired Big Anthony to help her around the house and the garden. Strega Nona warned Big Anthony not to touch her pasta pot but he was a curious fellow that did not follow what he was told when Strega Nona left him alone one day. He decided to make a pot of pasta for everyone in town to see. Since Big Anthony did not know all of Strega Nona’s secrets he was unable to stop the pasta pot from making pasta and covering the town and its people. Strega Nona returned home to see the terrible mess that Big Anthony made. She decided that he needed to learn a lesson and made him eat all the pasta.
3. CRITICAL ANALYSIS
Tomie de Paola’s charming and magical version of this retold story is a beautifully illustrated watercolor folktale from Italy. Children will be captivated by the main character who maintains a smile on her face throughout the story even when she finds out that Big Anthony her hired helper disobeys her and uses the magic pasta-making pot after he was told to not touch the pot. Like many children that are curious Big Anthony waited for a chance to do just the opposite. At the end of the story he of course gets into trouble when he is not able to control the magic pot. As much as Strega Nona is calm Big Anthony’s expressions change continuously. The book is filled with many two page spreads of muted pastel-colored illustrations. The use of tile roofs and castle-like buildings gives you a feeling of a happy Medieval time period. The moderate amount of text and illustrations complement one another. The use of warm colors of yellow, gold, and red with the drawings of flowing and coiled pasta give you a warm feeling as you read the tale. The lesson to be learned is clear as Strega Nona punishes Big Anthony by telling him to now eat all the pasta. Children will be able to relate their own experiences where they disobeyed their parents and had to pay consequences. This book is a Cadecott Honor Book (1976).
4. REVIEW EXCERPTS
THE NEW YORK TIMES BOOK REVIEW: “De Paola’s illustrations aptly capture the whimsy of this ancient tale… simple line drawings clearly reveal the agony and ecstasy of pasta power, the muted colors create just the right ambience for a Medieval village” (paperback version)
PUBLISHERS WEEKLY Review: “Neither de Paola nor his most famous character, Strega Nona, need introductions in the United States.” (video version)
5. CONNECTIONS
Also available in Spanish print and in video.
Read other Strega Nona stories by Tomie de Paola.
Read and explore folktales from other countries that may represent the students in your class.
Discuss the social meaning of the folktale about respecting the authority of others and the consequences of actions.
Traditional Book Review #2
1. BIBLIOGRAPHY
Climo, Shirley. 1989. THE EGYPTIAN CINDERELLA. Illustrated by Ruth Heller. New York: HarperCollins. ISBN 0064432793.
2. PLOT SUMMARY
Shirley Climo’s story is an Egyptian variant on the folktale of Cinderella during sixth-century B.C. This story takes place in Egypt as a fair-skinned “rosy-cheeked” green-eyed Greek slave girl named Rhodopis is taken to live with three Egyptian servant girls. Rhodopis’ master took notice of her dancing and singing with the animals and decided to give her a pair of beautiful gilded rose-red gold leather slippers to cover her bare feet. The servant girls became jealous of her. Rhodopis was not asked to go to the court of the Pharaoh in Memphis by the servants. She regrettably had to stay behind and do her chores of washing linen and taking care of the garden. A green great falcon came and took one of Rhodopis’ slippers back to Amasis the Pharaoh. As Amasis received the slipper from the falcon he thought this was a sign from the god Horus. He wanted to find whom this belonged too. Amasis set off and successfully found Rhodopis and made her queen of Egypt.
3. CRITICAL ANALYSIS
Shirley Climo’s version of the ancient Cinderella tale is set in Egypt. The plot of the story is similar to the traditional tale of Cinderella. The Egyptian Cinderella is named Rhodopis; a Greek slave girl brought back from Greece to be used as a housekeeper that lives with three jealous Egyptian servants. The Pharaoh Amasis seeks to find a queen of Egypt. The great falcon Horus is the courier of the special slipper owned by Rhodopis. Other animals are depicted in the story as well and are friends with Rhodopis. As a folktale this story contains the flavor of the culture and country of Egypt in the fine lined and colorful illustrations throughout the story. The Egyptian women and men depicted in the story have stereotypic black straight hair with a dark complexion and are dressed in traditional clothing with jewels in their hair or around their necks (similar to Egyptian papyrus prints of ancient Egypt art. There is a magical quality to the illustrations that fill the pages with brightly colored backgrounds, flora and fauna. Text is used to tell the story with the illustrations as an artistic complement. Names used in the text (i.e. Rhodopis (rosy-cheeked), Pharaoh, Horus; city of Memphis, and the Nile attach the story to Egypt. The Author’s Note at the end of the story states that “the story is both fact and fable.” This story would be for preschool through third grade children.
4. REVIEW EXCERPTS
BOOKLIST Review: “Classes that explore variants of folktales and those that study Egypt will find this especially worthwhile.”
THE NEW YORK TIMES BOOK Review: “Conventional clichés are common…the most disturbing features of this trite tale are the racist connotations, whether conscious or not.”
SCHOOL LIBRARY JOURNAL Review: “A stunning combination of fluent prose and exquisitely wrought illustrations. The story of Rhodopis, A Greek slave girl in ancient Egypt … [contains] Powerful visual presentations reminiscent of the figures on Egyptian frieze paintings and carvings, colorful birds and animals that pulse with life…”
5. CONNECTIONS
This Egyptian folklore story could be used in conjunction with other Cinderella variants to compare and contrast the main character and story or study the geography and culture of another country or region.
Traditional Book Review #3
1. BIBLIOGRAPHY
Simonds, Nina, Leslie Swartz, and The Children’s Museum, Boston. Illustrated by Meilo So. 2002. MOONBEAMS, DUMPLINGS & DRAGON BOATS: A TREASUREY OF CHINESE HOLIDAY TALES, ACTIVITIES & RECEIPES. New York: Gullivar Books, Harcourt. ISBN 0152019839.
2. PLOT SUMMARY
Nina Simonds, Leslie Swartz, The Children’s Museum, Boston and Meilo So (illustrator) have put together a beautiful collection of four holiday folklore tales from China and the celebration of the Chinese New Year. Each of these holidays coincides with the lunar calendar. This publication contains a note from the authors, an explanation of Chinese festivals and the lunar calendar, additional resources for adults, young readers, and internet sources for books, information, and specialty foods. In the back of the book the reader will also find a guide to Chinese pronunciations listing vowels and consonants. The festivals include the Chinese New Year and Lantern Festival, Dongfang and the Festival of Lanterns, Qing Ming and the Cold Foods Festival, the Dragon Boat Festival, and the Mid-Autumn Moon Festival. A total of ten simple to follow recipes and activities coordinate with each of the holidays. Chinese folklore include stories about the Kitchen God (Overseer of Destiny), Dongfang (“a skilled astronomer and astrologer … he could predict the future”) and the Fire Goddess, the loyal Jie Zitui, Qu Yuan and the River God.
3. CRITICAL ANALYSIS
Moonbeams, Dumplings & Dragon Boats: A Treasury of Chinese Holiday Tales, Activities, & Recipes is a thematic collection of juvenile nonfiction, traditional and adapted Chinese recipes (i.e. New Year Dumplings, Sweet Rice Balls, Crisp-Cooked Vegetarian Noodles, Tea Eggs, Five-Treasure Moon Cakes and Rabbit-in-the-Moon Cookies) and handicraft activities (i.e. New Year Prints and Characters, Paper Lanterns, Pinwheels, Kites, Bamboo Clackers, Shadow Puppets and Theatre) to complement the additional collection of Chinese folktales and festivals. Teachers, parents, and students will all enjoy this brightly watercolored illustrated book as a reference for the celebration and understanding of Chinese holidays and culture. Each section contains a moderate amount of text with dispersed illustrations that coincide with the folktale, recipe, or handicraft. The use of black ink for distinct lines and vibrant color (primarily shades of red, blue, yellow and green) makes for an attractive simple painting with characters and landscapes. The paintings are of traditional Chinese watercolor style of simple brush strokes. Chinese characters are also added to the English titles. Each handicraft activity and recipe is rated by a pictorial degree of difficulty and the amount of time needed to complete the project. This additional information would be helpful for teachers planning activities with students. The selection of recipes and handicrafts are directly associated with their respectful folktale. This allows the reader to understand the historical value of literature. Each of the folktales evokes a sense of tragedy and strife but ends with a degree of optimism and remembrance and therefore is celebrated year after year. Caution in using the folktales with young children should be noted. This book would be suitable for grades 3-7.
4. REVIEW EXCERPTS
BOOKLIST Review: “This brightly illustrated, large-format book … explains the holiday, tells stories related to it, and offers at least one activity and recipe.”
SCHOOL LIBRARY JOURNAL Review: “The ample white space surrounding the text is filled with small, whimsical watercolor illustrations. Each of the four sections is introduced by a dynamic, detailed watercolor painting on a double-page spread….visually appealing addition to any holiday collection.”
PUBLISHERS WEEKLY Review: “Step-by-step illustrations aid in food preparation or crafts such as New Year Prints or Good Luck Characters in this elegantly designed volume.”
KIRKUS Review: “Gorgeous watercolors complement and brighten each sampling as well as attract readers with their simple beauty and elegance.”
5. CONNECTIONS
Study Chinese heritage, complete some of the handicraft activities and sample a few of the recipes with your class after reading about the stories of these holidays.
If you have children in your class that are of Chinese decent they may ask a parent or grandparent to come in and teach or share something about Chinese culture and language to the students.
Compare these holidays with other ethnic cultures.
This content could also be linked with science or math by discussing calendars (Gregorian, Roman, Julian, Chinese, Thai solar (based on Western and Buddhist calendar), Persian, Islamic, and Jewish). How is a year defined? Complete a lesson on the cycle of the moon, sun, and seasons.
Children and YA Adult Book Reviews: Picture Books
Picture Book Review #1
1. BIBLIOGRAPHY
Henkes, Kevin. 2004. KITTEN’S FIRST FULL MOON. HarperCollins/Greenwillow: Books: New York. ISBN 0060588284
2. PLOT SUMMARY
This simple and delightful children’s story is set on a full moon evening with a determined little kitten as the star of the story. As the curious young cat explores this new environment she finds out that things are not always what they appear to be. Her journey begins as her natural instincts of hunger are triggered by a bright glowing moon in the sky. Her curiosity leads her on an adventure trying to reach the moon or what she thinks is a yummy bowl of milk. Despite her brave efforts she is still unsuccessful. Focused and determined she perseveres by jumping, chasing, climbing, and racing towards the glowing moon. Alas the kitten gives up and returns home feeling unlucky. To her delight she finally fines what she has been hoping to get all along, a great big bowl of milk.
3. CRITICAL ANALYSIS
Kevin Henkes, Kitten’s Fist Full Moon would be categorized as a picture storybook with text and illustrations occurring in equal frequency. The illustrations and writing style is appropriate in complexity for ages 3 and up. The use of illustrations complements the story by using warm neutral shades of gray ink on an off white paper decreasing the intensity of the simple line drawings. The degree of contrast is reduced by shading. Each illustration has minimal distractions as lines are mostly smooth in nature; even the straight lines are hand drawn bringing a sense of humanness to the drawing. Page breaks seem to coincide well with reading the story and viewing the large illustrations; both are important goals in allowing children to follow during a shared read aloud experience. The illustrations in the book contribute to the plot of the story eliminating the use of detailed written language. The main character of the story is a young kitten, eager and curious to explore their new world as is a young child. The basic plot of the story is simple and based on a young cat’s determination to fulfill its natural instinct of curiosity and hunger. The story is set outside during the evening when a full moon is in sight. This setting is also familiar to children. The overall theme of the story can be related to young children asking questions, exploring their environment, making comparisons based on their past experiences and learning along the way. As children learn they find out that things are not always what they seem; in the case of the storybook the young kitten relating a large white circle in the dark sky to a bowl of milk. The story also depicts the concept of perseverance in going for something that you want despite obstacles that may get in your way.
4. REVIEW EXCERPTS
BULLETIN OF THE CENTER FOR CHILDREN’S BOOKS Review: “ … tight focus and neatly expressive text give the simple and appealing kitty adventures their full due.”
THE NEW YORK TIMES BOOK REVIEW: “… the story is succinctly told … the pictures fit the works perfectly, with equal amounts of simplicity and charm.”
PUBLISHER’S WEEKLY review: “The narrative and visual pacing will keep children entranced, and the determined young heroine her comical quest will win them over.”
SCHOOL LIBRARY JOURNAL Review: “… an irresistible offering …the rhythmic text and delightful artwork ensure storytime success.”
5. CONNECTIONS
Read Also: Antoinette Portis. 2006. NOT A BOX. HarperCollins: New York. ISBN 0061123226
Building Visual Literacy Lesson with this age group. Students could reflect on other objects that may look similar but are different: identify the object, name the object; discuss the function and where you might find/see it. (Example: Round yellow objects-tennis ball, lemon, yellow street light, etc…).
Picture Book Review #2
1. BIBLIOGRAPHY
Willems, Mo. 2004. KNUFFLE BUNNY: A CAUTIONARY TALE. New York: Hyperion. ISBN 0786818700
2. PLOT SUMMARY
KNUFFLE BUNNY, a picture storybook is set in Brooklyn, New York. One day dad decided to take his toddler daughter Trixie, to the Laundromat a short walk away from their home. Alongside Trixie was her favorite companion in tow, Knuffle Bunny; a pale green stuffed toy rabbit. Trixie was excited about this new experience helping her daddy with the laundry. On the way home Trixie realized that Knuffle Bunny was missing. Unable to express herself with words at least that her dad could understand she became increasingly frustrated as her unhappiness with her dad escalated. When Trixie and her dad arrived back home her mom new exactly what was wrong. The family went back to the Laundromat to locate Knuffle Bunny.
3. CRITICAL ANALYSIS
This story has a happy ending after a frustrating experience that is fairly common in childhood. While verbal skills are developing children go through a period of trying to get their parents to understand them, Trixie, has this experience with her dad. Children may relate to Trixies’ emotional upset as she becomes separated from a favorite toy. The setting of the story takes place in Brooklyn, New York. The illustrations in KNUFFLE BUNNY are a combination of real (sepia tone) photos of the streets of Brooklyn and subdued pastel colors used for cartoon illustrations that overlay the photos. The background is attractive but does not over take the liveliness of the drawings. The amount of text on each page is simple and coincides well with the illustration making the story easy to follow. The four main characters of the story are Trixie and her side companion Knuffle Bunny (a toy rabbit), her mom and dad. The plot of this story shows a conflict between Trixie and her dad. This is demonstrated by Trixie’s overall frustration and her inability to verbalize that Knuffle Bunny was left at the Laundromat. The story ends on a happy note when Trixie returns to find Knuffle Bunny and speaks her first words, “Knuffle Bunny,” as in real life the family and young child are elated. The theme of the story is directed at both parents and children and the frustration of the early preverbal years of toddlers as both try to communicate to each other. Lastly, the colored illustrations add to the appreciation of a diverse city environment. The author/illustrator uses variations in background people with respect to age and skin color. These figures do not play a big role in the telling of the story but add to the overall atmosphere of a cityscape.
4. REVIEW EXCERPTS
THE HORN BOOK Review: “… simple, satisfying story … This everyday drama will immediately register with even pre-verbal listeners.”
PUBLISHER’S WEEKLY Review: “The accompanying pictures comically corroborate the omniscient narrator’s claim. Willems once again demonstrates his keen insight with a story both witty and wise”
5. CONNECTIONS
Read the sequel Willems, Mo. 2007. KNUFFLE BUNNY TOO.
Also available in Spanish language addition.
Use in conjunction with other Caldecott Medal winners.
Talk about feelings and expressing your emotions when something goes wrong. How does that make you feel when someone does not understand what you are trying to tell them? How can we help others express themselves in a positive way?
Picture Book Review #3
1. BIBLIOGRAPHY
Marcus, Leonard S. 1998. A CALDECOTT CELEBRATION: SIX ARTISTS AND THEIR PATHS TO THE CALDECOT MEDAL. New York: Walker. ISBN 0802786561
2. PLOT SUMMARY
Leonard S. Marcus selects six authors to represent each of the decades that a Caldecott Medal winner was awarded. A list of Caldecott Medal Winners from 1938-1998 is included in the back of the book. A glossary of terms relating to the field of art and an Index of Proper Nouns is also included in this publication. Marcus starts out with an introduction giving the background on how and why the Caldecott Medal and Honor were founded. The six artist/illustrators are as follows: Robert McCloskey, Make Way for Ducklings (1942); Marcia Brown, Cinderella; or, The Little Glass Slipper (1955); Maurice Sendak, Where the Wild Things Are (1964); William Steig, Sylvestor and the Magic Pebble (1970); Chris Van Allsburg, Jumanjii(1982); and David Wiesner, Tuesday (1992). The author/illustrators and a brief history of their lives growing up and finding their way to this career and the writing of these Caldecott Medal books is summarized and complemented by photos and illustrations of original work.
2. CRITICAL ANALYSIS
This inspirational nonfiction children’s book is stylized to capture the interest of the young reader by providing a brief background of each author/illustrator and allowing the reader to become acquainted with how a children’s book is created (the stories behind the stories and artwork) and all the hard work that is involved. The book is divided into author/illustrator sections of approximately 5-8 pages in length and includes photographs, copies of original illustrations, book cover art, preliminary sketches, color studies, and a model, mural or sculpture by the artist or representation of some kind. The use of text and visuals complement and allow the reader to have a general understanding of each author/illustrator. The text is written for a middle reader. This book was a delight to read as someone who appreciates art. Reading about the challenges, the studies of the subjects, and the dedication that these authors/illustrators demonstrated was all inspiring to me.
3. REVIEW EXCERPTS
BOOK REPORT Review: “The artist’s own words add a sense of humanity and help readers gain respect for their humility, hard work, and the inventive vision in telling significant stories succinctly and with profound and esthetic power. The book is visually appealing in jacket and layout design … this” celebration “supplies valuable background material for teachers and librarians and an informative and inspirational resource for student… “
THE HORN BOOK Review: “A concise introduction provides historical background for the award, the rationale for its name, the selection process, and the influence of the honor on the lives of the recipients. The text is remarkable for the smooth integration of explanatory material with overall commentary, and selective detail creates a sense of intimacy and understanding.”
SCHOOL LIBRARY JOURNAL Review: “Choosing a winner for each decade, Marcus has assembled and impressive lineup of talent-Robert McCloskey, Marcia Brown, Maurice Sendak, William Steig, Chris van Allsburg, and David Wiesner. The large, attractive pages invite readers to savor the multitude of illustrations.”
5. CONNECTIONS
Reading this book to middle school children and making a connection to careers in art or writing. Research a children’s author/illustrator that you like, read 2 or more books that they have written. Analyze the color, line, detail, and mood of the illustrations used in the picture books. Tell what you like about the illustrators style. Follow up with trying to use that style in a short story that you wrote by adding an illustration.
Read Also: (Taken from Dr. Vardell's Genre 1 List)
ARTIST TO ARTIST: 23 MAJOR ILLUSTRATORS TALK TO CHILDREN ABOUT THEIR ART (2007) by Eric Carle Museum of Picture Book
TALKING WITH ARTISTS (any of the volumes) by Pat Cummings
PICTURE THIS: HOW PICTURES WORK (2000) by Molly Bang
PASS IT DOWN: FIVE PICTURE BOOK FAMILIES MAKE THEIR MARK (2006) by Leonard S. Marcus
SIDE BY SIDE: FIVE FAVORITE PICTURE BOOK TEAMS GO TO WORK (2006) by Leonard Marcus
1. BIBLIOGRAPHY
Henkes, Kevin. 2004. KITTEN’S FIRST FULL MOON. HarperCollins/Greenwillow: Books: New York. ISBN 0060588284
2. PLOT SUMMARY
This simple and delightful children’s story is set on a full moon evening with a determined little kitten as the star of the story. As the curious young cat explores this new environment she finds out that things are not always what they appear to be. Her journey begins as her natural instincts of hunger are triggered by a bright glowing moon in the sky. Her curiosity leads her on an adventure trying to reach the moon or what she thinks is a yummy bowl of milk. Despite her brave efforts she is still unsuccessful. Focused and determined she perseveres by jumping, chasing, climbing, and racing towards the glowing moon. Alas the kitten gives up and returns home feeling unlucky. To her delight she finally fines what she has been hoping to get all along, a great big bowl of milk.
3. CRITICAL ANALYSIS
Kevin Henkes, Kitten’s Fist Full Moon would be categorized as a picture storybook with text and illustrations occurring in equal frequency. The illustrations and writing style is appropriate in complexity for ages 3 and up. The use of illustrations complements the story by using warm neutral shades of gray ink on an off white paper decreasing the intensity of the simple line drawings. The degree of contrast is reduced by shading. Each illustration has minimal distractions as lines are mostly smooth in nature; even the straight lines are hand drawn bringing a sense of humanness to the drawing. Page breaks seem to coincide well with reading the story and viewing the large illustrations; both are important goals in allowing children to follow during a shared read aloud experience. The illustrations in the book contribute to the plot of the story eliminating the use of detailed written language. The main character of the story is a young kitten, eager and curious to explore their new world as is a young child. The basic plot of the story is simple and based on a young cat’s determination to fulfill its natural instinct of curiosity and hunger. The story is set outside during the evening when a full moon is in sight. This setting is also familiar to children. The overall theme of the story can be related to young children asking questions, exploring their environment, making comparisons based on their past experiences and learning along the way. As children learn they find out that things are not always what they seem; in the case of the storybook the young kitten relating a large white circle in the dark sky to a bowl of milk. The story also depicts the concept of perseverance in going for something that you want despite obstacles that may get in your way.
4. REVIEW EXCERPTS
BULLETIN OF THE CENTER FOR CHILDREN’S BOOKS Review: “ … tight focus and neatly expressive text give the simple and appealing kitty adventures their full due.”
THE NEW YORK TIMES BOOK REVIEW: “… the story is succinctly told … the pictures fit the works perfectly, with equal amounts of simplicity and charm.”
PUBLISHER’S WEEKLY review: “The narrative and visual pacing will keep children entranced, and the determined young heroine her comical quest will win them over.”
SCHOOL LIBRARY JOURNAL Review: “… an irresistible offering …the rhythmic text and delightful artwork ensure storytime success.”
5. CONNECTIONS
Read Also: Antoinette Portis. 2006. NOT A BOX. HarperCollins: New York. ISBN 0061123226
Building Visual Literacy Lesson with this age group. Students could reflect on other objects that may look similar but are different: identify the object, name the object; discuss the function and where you might find/see it. (Example: Round yellow objects-tennis ball, lemon, yellow street light, etc…).
Picture Book Review #2
1. BIBLIOGRAPHY
Willems, Mo. 2004. KNUFFLE BUNNY: A CAUTIONARY TALE. New York: Hyperion. ISBN 0786818700
2. PLOT SUMMARY
KNUFFLE BUNNY, a picture storybook is set in Brooklyn, New York. One day dad decided to take his toddler daughter Trixie, to the Laundromat a short walk away from their home. Alongside Trixie was her favorite companion in tow, Knuffle Bunny; a pale green stuffed toy rabbit. Trixie was excited about this new experience helping her daddy with the laundry. On the way home Trixie realized that Knuffle Bunny was missing. Unable to express herself with words at least that her dad could understand she became increasingly frustrated as her unhappiness with her dad escalated. When Trixie and her dad arrived back home her mom new exactly what was wrong. The family went back to the Laundromat to locate Knuffle Bunny.
3. CRITICAL ANALYSIS
This story has a happy ending after a frustrating experience that is fairly common in childhood. While verbal skills are developing children go through a period of trying to get their parents to understand them, Trixie, has this experience with her dad. Children may relate to Trixies’ emotional upset as she becomes separated from a favorite toy. The setting of the story takes place in Brooklyn, New York. The illustrations in KNUFFLE BUNNY are a combination of real (sepia tone) photos of the streets of Brooklyn and subdued pastel colors used for cartoon illustrations that overlay the photos. The background is attractive but does not over take the liveliness of the drawings. The amount of text on each page is simple and coincides well with the illustration making the story easy to follow. The four main characters of the story are Trixie and her side companion Knuffle Bunny (a toy rabbit), her mom and dad. The plot of this story shows a conflict between Trixie and her dad. This is demonstrated by Trixie’s overall frustration and her inability to verbalize that Knuffle Bunny was left at the Laundromat. The story ends on a happy note when Trixie returns to find Knuffle Bunny and speaks her first words, “Knuffle Bunny,” as in real life the family and young child are elated. The theme of the story is directed at both parents and children and the frustration of the early preverbal years of toddlers as both try to communicate to each other. Lastly, the colored illustrations add to the appreciation of a diverse city environment. The author/illustrator uses variations in background people with respect to age and skin color. These figures do not play a big role in the telling of the story but add to the overall atmosphere of a cityscape.
4. REVIEW EXCERPTS
THE HORN BOOK Review: “… simple, satisfying story … This everyday drama will immediately register with even pre-verbal listeners.”
PUBLISHER’S WEEKLY Review: “The accompanying pictures comically corroborate the omniscient narrator’s claim. Willems once again demonstrates his keen insight with a story both witty and wise”
5. CONNECTIONS
Read the sequel Willems, Mo. 2007. KNUFFLE BUNNY TOO.
Also available in Spanish language addition.
Use in conjunction with other Caldecott Medal winners.
Talk about feelings and expressing your emotions when something goes wrong. How does that make you feel when someone does not understand what you are trying to tell them? How can we help others express themselves in a positive way?
Picture Book Review #3
1. BIBLIOGRAPHY
Marcus, Leonard S. 1998. A CALDECOTT CELEBRATION: SIX ARTISTS AND THEIR PATHS TO THE CALDECOT MEDAL. New York: Walker. ISBN 0802786561
2. PLOT SUMMARY
Leonard S. Marcus selects six authors to represent each of the decades that a Caldecott Medal winner was awarded. A list of Caldecott Medal Winners from 1938-1998 is included in the back of the book. A glossary of terms relating to the field of art and an Index of Proper Nouns is also included in this publication. Marcus starts out with an introduction giving the background on how and why the Caldecott Medal and Honor were founded. The six artist/illustrators are as follows: Robert McCloskey, Make Way for Ducklings (1942); Marcia Brown, Cinderella; or, The Little Glass Slipper (1955); Maurice Sendak, Where the Wild Things Are (1964); William Steig, Sylvestor and the Magic Pebble (1970); Chris Van Allsburg, Jumanjii(1982); and David Wiesner, Tuesday (1992). The author/illustrators and a brief history of their lives growing up and finding their way to this career and the writing of these Caldecott Medal books is summarized and complemented by photos and illustrations of original work.
2. CRITICAL ANALYSIS
This inspirational nonfiction children’s book is stylized to capture the interest of the young reader by providing a brief background of each author/illustrator and allowing the reader to become acquainted with how a children’s book is created (the stories behind the stories and artwork) and all the hard work that is involved. The book is divided into author/illustrator sections of approximately 5-8 pages in length and includes photographs, copies of original illustrations, book cover art, preliminary sketches, color studies, and a model, mural or sculpture by the artist or representation of some kind. The use of text and visuals complement and allow the reader to have a general understanding of each author/illustrator. The text is written for a middle reader. This book was a delight to read as someone who appreciates art. Reading about the challenges, the studies of the subjects, and the dedication that these authors/illustrators demonstrated was all inspiring to me.
3. REVIEW EXCERPTS
BOOK REPORT Review: “The artist’s own words add a sense of humanity and help readers gain respect for their humility, hard work, and the inventive vision in telling significant stories succinctly and with profound and esthetic power. The book is visually appealing in jacket and layout design … this” celebration “supplies valuable background material for teachers and librarians and an informative and inspirational resource for student… “
THE HORN BOOK Review: “A concise introduction provides historical background for the award, the rationale for its name, the selection process, and the influence of the honor on the lives of the recipients. The text is remarkable for the smooth integration of explanatory material with overall commentary, and selective detail creates a sense of intimacy and understanding.”
SCHOOL LIBRARY JOURNAL Review: “Choosing a winner for each decade, Marcus has assembled and impressive lineup of talent-Robert McCloskey, Marcia Brown, Maurice Sendak, William Steig, Chris van Allsburg, and David Wiesner. The large, attractive pages invite readers to savor the multitude of illustrations.”
5. CONNECTIONS
Reading this book to middle school children and making a connection to careers in art or writing. Research a children’s author/illustrator that you like, read 2 or more books that they have written. Analyze the color, line, detail, and mood of the illustrations used in the picture books. Tell what you like about the illustrators style. Follow up with trying to use that style in a short story that you wrote by adding an illustration.
Read Also: (Taken from Dr. Vardell's Genre 1 List)
ARTIST TO ARTIST: 23 MAJOR ILLUSTRATORS TALK TO CHILDREN ABOUT THEIR ART (2007) by Eric Carle Museum of Picture Book
TALKING WITH ARTISTS (any of the volumes) by Pat Cummings
PICTURE THIS: HOW PICTURES WORK (2000) by Molly Bang
PASS IT DOWN: FIVE PICTURE BOOK FAMILIES MAKE THEIR MARK (2006) by Leonard S. Marcus
SIDE BY SIDE: FIVE FAVORITE PICTURE BOOK TEAMS GO TO WORK (2006) by Leonard Marcus
#6 Competency Databse: Dialog Successive Fraction
Database: DIALOG
Type of Search: Successive Fraction
3 Records Retrieved
S1-outreach= 6405
S2-public libraries=6173
S1 and S2=71
S3-online=17739
S1 and S2 and S3 = 3
Plan your Excellence: System Directors' Input on Use and Revision of "Standards for Public Library Service in Alabama. Stephens, Annabel K. Record Type: Abstract. 1996.
For this Successive Fraction search I used terms similar to other database searches. The three articles did not seem as relevant to other databases searched for this competency. Frustration using terms and the time factor made DIALOG a very difficult database to search. I think I would need a class in this database in the future or at least more practice.
Type of Search: Successive Fraction
3 Records Retrieved
S1-outreach= 6405
S2-public libraries=6173
S1 and S2=71
S3-online=17739
S1 and S2 and S3 = 3
Plan your Excellence: System Directors' Input on Use and Revision of "Standards for Public Library Service in Alabama. Stephens, Annabel K. Record Type: Abstract. 1996.
For this Successive Fraction search I used terms similar to other database searches. The three articles did not seem as relevant to other databases searched for this competency. Frustration using terms and the time factor made DIALOG a very difficult database to search. I think I would need a class in this database in the future or at least more practice.
#6 Competency Database: Dialog Citation Pearl
Database: DIALOG
Type of Search: Citation Pearl
114 Records Retrieved
S1 Bookmobiles-185 hits
S2 Automation-6233 hits
S3 Public Libraries-6173
S1 and S2 and S3=114 records retrieved
Households' Use of Public and Other Types of Libraries: 2002. E.D. TAB. NCES 2007-327. Glander, Mark: Dam, Thuy. January 2007. Record Type: Abstract.
There were 114 hits but they did not seem relevant when I went through each brief record. The terms used for this search came from subject discriptors from previous searches.
Type of Search: Citation Pearl
114 Records Retrieved
S1 Bookmobiles-185 hits
S2 Automation-6233 hits
S3 Public Libraries-6173
S1 and S2 and S3=114 records retrieved
Households' Use of Public and Other Types of Libraries: 2002. E.D. TAB. NCES 2007-327. Glander, Mark: Dam, Thuy. January 2007. Record Type: Abstract.
There were 114 hits but they did not seem relevant when I went through each brief record. The terms used for this search came from subject discriptors from previous searches.
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