Greetings!
Last week I mentioned a number of titles that are good for older students to read. Most of those titles were appropriate for students in grades 6 – 12. This week I want to focus more on titles for those same grades, but that are published by our SDA publishing houses or Christian publishers.
I have listed a total of 37 books that focus on individual Biblical characters and what their lives and their culture might have been like. Obviously these aren’t biographies, but these stories really help to bring Bible characters to life.
Some of these books will be better stories than others. One example is the book Martha and Mary by Ntihemuka. This was the first of her books that I read and I didn’t really like it much. The story switched between Mary’s childhood and adulthood back and forth and was difficult to follow. I decided not to read any more of her books. One day a student came and was waxing lyrical about Ntihemuka’s Mary book and loved it. After a short discussion, she talked me into reading Mary and I did like it a lot. So I should not have judged an author by just one book.
Another book that is likely on your shelves right now is the book Deborah by Heppenstall. This was printed in 1967 and I see this book in many of our school libraries. This is the story of the little captive maid captured and bought by Naaman. If you haven’t read it, pull it out and read it aloud to your class. You have time to read the book before school is out and you and the students will really enjoy it.
Some have asked where to catalog these books. I know that some of you put them in the 813 section and others put them in the 200’s. We have them cataloged in the 200’s. I suggest that you put the Old Testament people in 221.9 and the New Testament people in 225.9. I have a post on this blog with more information about this dilemma. Take a look at Feb 7 2012.
I hope you enjoy this list and find some great books to put in your library.
Have a wonderful week!
Audrey
Bruno, Bonnie – Secret Journals of Bible-time Kids published by FaithKidz
Vol. 1 – Abigail’s Secret Journal (The Exodus)
Vol. 2 – Rachel’s Secret Journal (King Solomon’s time and peer pressure)
Vol. 3 – Benjamin’s Secret Journal (Feeding of the Five Thousand and the problem of exaggerating)
Vol. 4 – Deborah’s Secret Journal (Zacchaeus and the problem of poverty)
Hawse, Alberta – Vinegar Boy (Christ on the cross)
Ntihemuka, Patty Froese – Zacchaeus, Martha and Mary, Mary (mother of Jesus), Woman at the Well
Traylor, Ellen Gunderson – John Son of Thunder
Gibbs, Noni Beth – Peter Fisher of Men, Malchus
Fivash, Terri – Dahveed series, Joseph, Ruth and Boaz
Morgan-Cole, Trudy J. – Esther Story of Courage (longer book), Esther Courage to Stand (shorter book), Deborah and Balak, Bathsheba, Lydia, Samson
Thomsen, Hester – Hagar
Heppenstall, Margit Strom – Deborah (captive maid of Naaman)
Booth, Bradley – Miracles of the Mantle (Elisha), Escape from Egypt (Israelites), Plagues in the Palace (Moses), Esther A Star is Born, Prince of Dreams (Daniel), Shepherd Warrior (David), Noah Chosen One, Noah End of the World, The Prodigal
Erickson, Lois N – Leah, Hannah
Dickerson, Ed – Torn (Jacob)
Petty, Thurman C. Jr. – Siege at the Gates, Fire in the Gates - Autumn House Publishing
Monday, April 21, 2014
Monday, April 14, 2014
Books for Junior High and High School
I have had some ask for ideas for books for older students. I know this can be difficult because the type of books that our junior high and high school students are reading right now are often not books that are appropriate for our schools. I’m sure most of you have noticed the heavy emphasis on fantasy, vampires, dystopian societies, and more in the young adult literature these days.
Unfortunately, it seems there is very little that is being put out by our SDA church that is interesting to this age group. I see mostly books for adults and books or reprints for the younger children, but we seem to be neglecting our earliteens and teenagers. If I have missed some books, please let me know.
However, I have found some books that I believe would be interesting to this age and also appropriate for our libraries.
If you don’t have the Dahveed series by Terri Fivash in your library, I would highly recommend these books as an immediate purchase. I used this for an advanced reading group of junior high students and they absolutely loved them! They bring the people of Biblical times to life. Written for adults, the books are nevertheless appropriate for grade 7 and above. I have had some younger siblings of the junior high read them as well, but they are also exceptional readers. Trudy Morgan Cole is also a great writer and her Esther book is really good. (Bradley Booth also wrote an Esther book that was used for the programming at a recent Oshkosh Pathfinder Camporee. His book is for the middle grades.) There are quite a number of books written about Biblical characters in recent years. I believe that most of them are well done and appropriate for our school libraries.
These authors are published by our SDA publishers.
Fivash, Terri Dahveed series, Ruth and Boaz, Joseph
Morgan-Cole, Trudy Esther and more
Rizzo, Kay D Chloe Mae series, individual titles (may be out of print)
Robinson, Glen If Tomorrow Comes
Edwards, Josephine Cunnington Swift Arrow, Alice Princess, The Enchanted Pillowcase
Carson, Ben Gifted Hands
These authors are published by another Christian publishing house or are about Christians.
Oke, Jeanette Love Comes Softly series, Canadian West series, other titles
Lewis, Beverly Amish books, other series books on various reading levels.
Jackson, Dave Forty to Life (suitable for guys)
Karon, Jan The Mitford series (novels about Father Tim - an Episcopal priest, his life and the people in his town)
Gulley, Phillip The Harmony series (novels about a Quaker minister, his family, and his congregation)
These books have proved to be popular with students at Rogers. Most of them are higher level reading and would be fine for high school students, as well.
Chicken Soup for the Soul
Austen, Jane Pride and Prejudice, Emma, Northanger Abby, etc.
Brink, Carol Ryrie Caddie Woodlawn, Magical Melons, etc.
Hiaasen, Carl Flush, Hoot, Scat, Chomp, etc.
Hobbs, Will Far North, Jason’s Gold, Jackie’s Wile Seattle, Crossing the Wire, etc.
Speare, Elizabeth George Sign of the Beaver, The Witch of Blackbird Pond, Calico Captive
Bauer, Joan Hope Was Here, Rules of the Road, Best Foot Forward, Close to Famous, Peeled, Backwater, Stand Tall
Avi Stick to his historical fiction which are excellent. He also writes fantasy, but certain of his books may not be what you want in your library.
Horvath, Polly Everything on a Waffle, Northward to Home, A Year in Coal Harbor (new sequel to the ‘Waffle’ book)
DeFelice, Cynthia Nowhere to Call Home, Wild Life, The Missing Manatee
McManus, Patrick His books appeal to boys and are humorous
Meyer, Carolyn Recently I bought a few of her historical fiction about queens - Mary, Bloody Mary; Beware, Princess Elizabeth; Doomed Queen Anne; Duchessina
Rinaldi, Ann Also writes great historical fiction
Smith, Roland Peak, Storm Runners series, Zach’s Lie, Jack’s Run, Jaguar, Elephant Run, etc.
Right now I am reading a new book that won a Newbery Honor this year. It is called Paperboy and is about a boy that has a stuttering problem. I am about a third into the book and found one line where a neighbor yells at his drunk wife and tells her to get her drunk ass up to the bathtub. I am sorry that that is in the book because it is really interesting how the boy deals with his stuttering problem. So far, I just crossed the word ‘ass’ out. I’m sure that some may have a problem with the neighbors being drunk, too.
That is my list, so far. If any of you have found books that our older students really enjoy reading, please let me know. I have a list that I have complied and would really like to add to it.
Have a great week.
Audrey
Unfortunately, it seems there is very little that is being put out by our SDA church that is interesting to this age group. I see mostly books for adults and books or reprints for the younger children, but we seem to be neglecting our earliteens and teenagers. If I have missed some books, please let me know.
However, I have found some books that I believe would be interesting to this age and also appropriate for our libraries.
If you don’t have the Dahveed series by Terri Fivash in your library, I would highly recommend these books as an immediate purchase. I used this for an advanced reading group of junior high students and they absolutely loved them! They bring the people of Biblical times to life. Written for adults, the books are nevertheless appropriate for grade 7 and above. I have had some younger siblings of the junior high read them as well, but they are also exceptional readers. Trudy Morgan Cole is also a great writer and her Esther book is really good. (Bradley Booth also wrote an Esther book that was used for the programming at a recent Oshkosh Pathfinder Camporee. His book is for the middle grades.) There are quite a number of books written about Biblical characters in recent years. I believe that most of them are well done and appropriate for our school libraries.
These authors are published by our SDA publishers.
Fivash, Terri Dahveed series, Ruth and Boaz, Joseph
Morgan-Cole, Trudy Esther and more
Rizzo, Kay D Chloe Mae series, individual titles (may be out of print)
Robinson, Glen If Tomorrow Comes
Edwards, Josephine Cunnington Swift Arrow, Alice Princess, The Enchanted Pillowcase
Carson, Ben Gifted Hands
These authors are published by another Christian publishing house or are about Christians.
Oke, Jeanette Love Comes Softly series, Canadian West series, other titles
Lewis, Beverly Amish books, other series books on various reading levels.
Jackson, Dave Forty to Life (suitable for guys)
Karon, Jan The Mitford series (novels about Father Tim - an Episcopal priest, his life and the people in his town)
Gulley, Phillip The Harmony series (novels about a Quaker minister, his family, and his congregation)
These books have proved to be popular with students at Rogers. Most of them are higher level reading and would be fine for high school students, as well.
Chicken Soup for the Soul
Austen, Jane Pride and Prejudice, Emma, Northanger Abby, etc.
Brink, Carol Ryrie Caddie Woodlawn, Magical Melons, etc.
Hiaasen, Carl Flush, Hoot, Scat, Chomp, etc.
Hobbs, Will Far North, Jason’s Gold, Jackie’s Wile Seattle, Crossing the Wire, etc.
Speare, Elizabeth George Sign of the Beaver, The Witch of Blackbird Pond, Calico Captive
Bauer, Joan Hope Was Here, Rules of the Road, Best Foot Forward, Close to Famous, Peeled, Backwater, Stand Tall
Avi Stick to his historical fiction which are excellent. He also writes fantasy, but certain of his books may not be what you want in your library.
Horvath, Polly Everything on a Waffle, Northward to Home, A Year in Coal Harbor (new sequel to the ‘Waffle’ book)
DeFelice, Cynthia Nowhere to Call Home, Wild Life, The Missing Manatee
McManus, Patrick His books appeal to boys and are humorous
Meyer, Carolyn Recently I bought a few of her historical fiction about queens - Mary, Bloody Mary; Beware, Princess Elizabeth; Doomed Queen Anne; Duchessina
Rinaldi, Ann Also writes great historical fiction
Smith, Roland Peak, Storm Runners series, Zach’s Lie, Jack’s Run, Jaguar, Elephant Run, etc.
Right now I am reading a new book that won a Newbery Honor this year. It is called Paperboy and is about a boy that has a stuttering problem. I am about a third into the book and found one line where a neighbor yells at his drunk wife and tells her to get her drunk ass up to the bathtub. I am sorry that that is in the book because it is really interesting how the boy deals with his stuttering problem. So far, I just crossed the word ‘ass’ out. I’m sure that some may have a problem with the neighbors being drunk, too.
That is my list, so far. If any of you have found books that our older students really enjoy reading, please let me know. I have a list that I have complied and would really like to add to it.
Have a great week.
Audrey
Monday, April 7, 2014
Nancy Drew and The Hardy Boys
Greetings!
I received a question recently regarding Nancy Drew and Hardy Boys books and whether or not to put them in the school library. I know some of you will find this difficult to believe, but I actually have never read them. I have a vague idea of the storylines but really do not know much about the series at all. I went to the popular *Wikipedia to do some quick research.
I learned that the Nancy Drew series began in 1930 and The Hardy Boys began in 1927. Both series were created by Edward Stratemeyer and both were written by ghostwriters that use the pseudonyms Carolyn Keene and Franklin W. Dixon respectively. Nancy was portrayed as an independent teenager of about 16 years old and was graduated from high school. The Hardy Boys are also older teenagers. Their lives are fairly similar, they are affluent, and they have exciting adventures.
Big criticisms came from some racism and classism in the books between 1927 and 1959. I know that my parents did not buy Nancy Drew books for us and I suspect now that our SDA schools likely did not use them for those criticisms.
Between 1959 and 1980 both series were revised. The story lines were more modern and racist stereotypes were eliminated. Other revisions happened between 1980 and 2003. Romance for Nancy was included in the story lines and she is portrayed a bit differently. A little more violence is also included. Other teen books in this time period include romance and violence as well, so Nancy is just keeping up with the times. The Hardy Boys series also has become more violent. The boys carry guns and are involved in more violent cases. One writer comments that her instructions for the book she wrote involved a story line and each chapter must be full of action and have a cliff hanger at the end.
My guess is that parents or grandparents read Nancy Drew and Hardy Boys when they were young, enjoyed the books and have suggested their kids read them. Then the students come to the library to find more.
I contacted the NAD to ask if they had a stance on Nancy Drew and The Hardy Boys. Carol Campbell – no relation – responded and said that the NAD has not taken a position on any particular books for Adventist schools. It is left up to the local school, teacher, or conference to determine what is appropriate. She suggested that if there is a question about a particular book, to read it first and judge its merit based on the new standards for literature selection. I will send them as an attachment for you to have.
Based on the information from Wikipedia and from the NAD, I would suggest that you not add these books to your libraries. If the books are a part of your library at this time, and you feel that you need to remove them, just do it and replace them with better books. We need to weed our libraries anyway, so this is just one place to start.
I hope you have a great week.
Audrey
*I know that for research purposes Wikipedia is not the best website to use but if all you want is to get a general overview, it is certainly a great place to begin.
I received a question recently regarding Nancy Drew and Hardy Boys books and whether or not to put them in the school library. I know some of you will find this difficult to believe, but I actually have never read them. I have a vague idea of the storylines but really do not know much about the series at all. I went to the popular *Wikipedia to do some quick research.
I learned that the Nancy Drew series began in 1930 and The Hardy Boys began in 1927. Both series were created by Edward Stratemeyer and both were written by ghostwriters that use the pseudonyms Carolyn Keene and Franklin W. Dixon respectively. Nancy was portrayed as an independent teenager of about 16 years old and was graduated from high school. The Hardy Boys are also older teenagers. Their lives are fairly similar, they are affluent, and they have exciting adventures.
Big criticisms came from some racism and classism in the books between 1927 and 1959. I know that my parents did not buy Nancy Drew books for us and I suspect now that our SDA schools likely did not use them for those criticisms.
Between 1959 and 1980 both series were revised. The story lines were more modern and racist stereotypes were eliminated. Other revisions happened between 1980 and 2003. Romance for Nancy was included in the story lines and she is portrayed a bit differently. A little more violence is also included. Other teen books in this time period include romance and violence as well, so Nancy is just keeping up with the times. The Hardy Boys series also has become more violent. The boys carry guns and are involved in more violent cases. One writer comments that her instructions for the book she wrote involved a story line and each chapter must be full of action and have a cliff hanger at the end.
My guess is that parents or grandparents read Nancy Drew and Hardy Boys when they were young, enjoyed the books and have suggested their kids read them. Then the students come to the library to find more.
I contacted the NAD to ask if they had a stance on Nancy Drew and The Hardy Boys. Carol Campbell – no relation – responded and said that the NAD has not taken a position on any particular books for Adventist schools. It is left up to the local school, teacher, or conference to determine what is appropriate. She suggested that if there is a question about a particular book, to read it first and judge its merit based on the new standards for literature selection. I will send them as an attachment for you to have.
Based on the information from Wikipedia and from the NAD, I would suggest that you not add these books to your libraries. If the books are a part of your library at this time, and you feel that you need to remove them, just do it and replace them with better books. We need to weed our libraries anyway, so this is just one place to start.
I hope you have a great week.
Audrey
*I know that for research purposes Wikipedia is not the best website to use but if all you want is to get a general overview, it is certainly a great place to begin.
Monday, March 31, 2014
Library Skills
Greetings!
Even if you have a very small library, you should be teaching library skills to your students. The good thing is that they don’t take a lot of time to teach and you are probably doing most of them anyway! Here are some library skills that students need to know.
HOW TO USE YOUR SCHOOL OR CLASSROOM LIBRARY
Your library may be organized a bit differently than other libraries and students need to know how to locate books in your school or classroom library. In my classroom I had books organized in baskets according to genre or author depending on the book. I had a basket for Berenstain Bears books, one for Magic Schoolbus books, and so forth. I labeled the baskets and students could easily return books to the correct basket. (Whether they actually DID return the books correctly is another story, but they could do it if so inclined!)
HOW TO USE A REGULAR LIBRARY
Keep in mind that students may also go to their local public library to find books and they need to know how to use the Dewey Decimal Classification System.
This year I reviewed Dewey with students in grades 3 and up and began teaching it to the first and second graders. I use a system with finger motions to help them remember the kinds of books that are found in each Dewey numbered section. I also made it into a bookmark for students to use and study. I trim construction paper to fit the copier and copy this onto construction paper. I like to use bright colors for this.
HOW TO BROWSE AND LOCATE BOOKS
Students rarely know how to replace a book on the shelf, so we teach them to use a shelf marker. The marker is put on the shelf like a place holder for the book while the student is looking through the book to see if he or she wants to check that book out.
HOW TO CHECK BOOKS OUT AND CHECK THEM BACK IN
What is your procedure for checking books out and then returning books? Make sure students know what the procedure is and have them practice if they need it. If you have students check books out themselves or check them in, make sure they know the procedure.
HOW TO USE THE CARD CATALOG OR THE LIBRARY CATALOG
Make sure students know how to use the card catalog or library catalog. If your library is automated, you need to teach them how to search the library catalog.
HOW TO CARE FOR BOOKS
Teach students to use a bookmark rather than lay an open book down on its pages. This is not good for the spine of the book and reduces the life of the book. I tell students that if they do this to their own books, that is their business, but since the library books do not belong to them, they need to use a bookmark.
Also teach students to handle books with clean hands, not to mark in them, and other ways to be careful with books.
THE PARTS OF A BOOK
The basic parts of a book are the spine, the covers, and the pages. You can go further and teach the title page, the dedication page, the publisher page, and I like to point out the end pages particularly when they are colorful and contribute to the inside of the book.
WHAT AN AUTHOR AND ILLUSTRATOR DO
We teach students about what authors and illustrators do and students here are beginning to ask for books by a particular author and sometimes they recognize the artwork of a certain illustrator. You never know if this might encourage kids to write or illustrate books when they grow up.
HOW TO USE A DICTIONARY, ENCYCLOPEDIA, INDEX OR GLOSSARY
This is likely part of your language arts classes, but if not, it is something that students need to know how to do.
All of these library skills are life skills that will be used for the rest of their lives which makes them valuable to learn. I hope you have a great week.
Audrey
Monday, March 17, 2014
Genre Shelving
Greetings!
I recently read an article in the March/April issue of Library Media Connection about a school that decided to go to genre shelving for their fiction books. This librarian had some good reasons as to why she decided to go that route and I began to think about this a little bit further.
Genre shelving is where you put books of a kind together. The Historical Fiction books would all be shelved together, the Mystery books together, the Adventure books together.
Some of the reasons this is a good idea include:
• Many students really do not grasp the concept of organizing books by author’s last name. Many do not even know the author’s last name.
• The other Dewey sections have books of a kind organized together, (the science books are together, the math books, and so on), and students seem to think that this also applies to the fiction section.
• Students who like stories about horses would find them all together and can easily find more to read.
• Some say that the library is used more when genre shelving is used over the traditional Dewey 813.
I talked with my library assistant about this idea and we discussed the pros and cons of this in our library. We already knew the pros from the article and came up with our own list of cons.
• We are working to teach the Dewey system to the students so they will become more independent in other libraries. I tell the children that if they like to read books about training dogs then they will always find them in 636.7 in any library. So this is a skill that will be helpful in the future.
• When students leave our school, they will be back in a library that uses Dewey, so they will have to learn to use Dewey anyway.
• We feel that putting books of a kind together may hamper the discovery of ANOTHER type of book that students might find while searching for the type they want. Students often read only one type of book and ignore all other genres. Genre shelving would encourage this even more.
• The genres that the article mentioned were “Paranormal, Dystopian, Fantasy, Girl, Guy-books guys like, Mysteries, Real life, Classics, Humor, and Historical fiction. You will already know that the paranormal, dystopian, and fantasy genres would not be in our library anyway. Most of our books are Real life, so that one was also out. We don’t like the idea of separating ‘girl’ reads from ‘guy’ reads. Girls will usually read books about guys, but guys might resist reading a book about girls. Separating them would only highlight a section of books for the boys to avoid. So basically that leaves Classics, Humor, and Historical fiction.
Yet the students still come and ask for an adventure book or a mystery book. We have taught them how to use the computer library catalog and that often works, but still. . . We finally hit upon a solution that we feel would work in our library. We will purchase genre stickers to place on the different genres that are most requested in our library.
About two years ago we had a number of classes searching for historical fiction for book reports, so at the time we bought genre stickers for that particular genre and marked about 200 of the books for quick choosing. We also told the students that there were many more and if they had a question about a particular book, they could check with the librarian or their teacher to see if it would be acceptable for the assignment. So that genre is obviously one that we will continue using. Other genres we will mark will be Classics, Adventure, Horses, Dogs, Cats, Mystery, and Holiday. Then we will wait and see if there are others that reveal themselves as students ask for them.
We feel that this idea will help solve the genre problem, and still maintain the Dewey system, and the chance that students will happen upon another type of book while searching for a particular genre.
Have a great week. I’m off to order genre stickers!
Audrey
I recently read an article in the March/April issue of Library Media Connection about a school that decided to go to genre shelving for their fiction books. This librarian had some good reasons as to why she decided to go that route and I began to think about this a little bit further.
Genre shelving is where you put books of a kind together. The Historical Fiction books would all be shelved together, the Mystery books together, the Adventure books together.
Some of the reasons this is a good idea include:
• Many students really do not grasp the concept of organizing books by author’s last name. Many do not even know the author’s last name.
• The other Dewey sections have books of a kind organized together, (the science books are together, the math books, and so on), and students seem to think that this also applies to the fiction section.
• Students who like stories about horses would find them all together and can easily find more to read.
• Some say that the library is used more when genre shelving is used over the traditional Dewey 813.
I talked with my library assistant about this idea and we discussed the pros and cons of this in our library. We already knew the pros from the article and came up with our own list of cons.
• We are working to teach the Dewey system to the students so they will become more independent in other libraries. I tell the children that if they like to read books about training dogs then they will always find them in 636.7 in any library. So this is a skill that will be helpful in the future.
• When students leave our school, they will be back in a library that uses Dewey, so they will have to learn to use Dewey anyway.
• We feel that putting books of a kind together may hamper the discovery of ANOTHER type of book that students might find while searching for the type they want. Students often read only one type of book and ignore all other genres. Genre shelving would encourage this even more.
• The genres that the article mentioned were “Paranormal, Dystopian, Fantasy, Girl, Guy-books guys like, Mysteries, Real life, Classics, Humor, and Historical fiction. You will already know that the paranormal, dystopian, and fantasy genres would not be in our library anyway. Most of our books are Real life, so that one was also out. We don’t like the idea of separating ‘girl’ reads from ‘guy’ reads. Girls will usually read books about guys, but guys might resist reading a book about girls. Separating them would only highlight a section of books for the boys to avoid. So basically that leaves Classics, Humor, and Historical fiction.
Yet the students still come and ask for an adventure book or a mystery book. We have taught them how to use the computer library catalog and that often works, but still. . . We finally hit upon a solution that we feel would work in our library. We will purchase genre stickers to place on the different genres that are most requested in our library.
About two years ago we had a number of classes searching for historical fiction for book reports, so at the time we bought genre stickers for that particular genre and marked about 200 of the books for quick choosing. We also told the students that there were many more and if they had a question about a particular book, they could check with the librarian or their teacher to see if it would be acceptable for the assignment. So that genre is obviously one that we will continue using. Other genres we will mark will be Classics, Adventure, Horses, Dogs, Cats, Mystery, and Holiday. Then we will wait and see if there are others that reveal themselves as students ask for them.
We feel that this idea will help solve the genre problem, and still maintain the Dewey system, and the chance that students will happen upon another type of book while searching for a particular genre.
Have a great week. I’m off to order genre stickers!
Audrey
Monday, March 10, 2014
Cookbooks for Kids
Greetings!
One of my hobbies is cooking. I enjoy trying new recipes and tweaking ones that I regularly use. It seems that food and cooking has become more popular in the last ten years or so and has given rise to a couple of TV networks and cookbooks galore. Recently two different television cooking competition shows had child chefs competing for prizes.
COOKBOOKS
We have a great chance to introduce students to the joy of cooking for themselves and their families simply by placing cookbooks in our libraries for students to check out and use at home.
I really like cookbooks for children. I especially like when the directions are written simply and clearly with pictures to illustrate the process. Here are a few that we have at Rogers.
Paula Deen and other celebrity chefs have written cookbooks for children. These two have been quite popular at our school. Paula Deen’s My First Cookbook and Paula Deen’s Cookbook for the Lunch-Box Set.
The Children’s Step-By-Step Cookbook is one that I particularly like. The illustrations are colorful photographs and the directions for each recipe are very easy to follow. You can see that my copy is mended and this is the best of two copies that I have!
If you want vegetarian cookbooks, here are two that are just for kids. Cooking with Herb the Vegetarian Dragon, The Jumbo Vegetarian Cookbook, (in the next photo) and Kids Can Cook.
The Sleepover Cookbook, The Ultimate Kid-approved Cookbook, and Tasty School Lunches are all great options, as well.
COOKING CONTEST
One of our classrooms has a number of aspiring chefs and a couple of months ago they wanted to hold a cooking or baking contest like they have seen on TV. After a lot of planning and scheduling, they held their Cupcake Bake-off here last Friday. They came up with a rubric for the judges to use regarding flavor, creativity, frosting constancy, and more. The whole class divided into teams and got baking in our Commons area. This happens to be right outside my office area, so I had to smell cupcakes baking all morning. Near the end of the morning I went to the office to get my mail and was handed a judging form and happily had to taste the cupcakes.
The kids had a great time and learned quite a bit along the way.
FOOD MAGAZINES FOR KIDS
I wondered if there were any food magazines for kids and went searching online. Can you believe it? There are three. Chop, Chop, Yum for Kids, and Ingredient. I ordered all three to try them out to see if they are something I could recommend and put in the library. I got Ingredient right away along with the back issues I ordered and I really like it.
The January/February 2014 issue has
• an article about clementine oranges
• a short history of the scurvy problem sailors had in the 1700’s
• New York City’s attempt to ban soda
• sesame seeds and where they come from
• traveling to Alaska and the experiences with wildlife and also the food
• a history of chewing gum
• a young chef (age 13) and her newly released cookbook
• the nose and the science of smelling and tasting
• the subtitle of Ingredient is “a magazine for kids curious about food”
• there are recipes, but they do not fill the magazine. This issue has four recipes.
If you are looking for a food magazine for kids, you might ask for a sample issue and try this one out.
I hope you have a great week.
Audrey
PS. I went to pull out all the children’s cookbooks to photograph for you, and had not realized how many we have. I DID NOT show you all that we have, but less than half of what we have. It is a little bit embarrassing, but I justified myself with the fact that we have a lot of students. I want to encourage you to have a few children's cookbooks in your library if you don’t already have some. Now, I really do not need any more children’s cookbooks, but if you have one that you think I might like, I’m sure I can talk myself into getting another!
One of my hobbies is cooking. I enjoy trying new recipes and tweaking ones that I regularly use. It seems that food and cooking has become more popular in the last ten years or so and has given rise to a couple of TV networks and cookbooks galore. Recently two different television cooking competition shows had child chefs competing for prizes.
COOKBOOKS
We have a great chance to introduce students to the joy of cooking for themselves and their families simply by placing cookbooks in our libraries for students to check out and use at home.
I really like cookbooks for children. I especially like when the directions are written simply and clearly with pictures to illustrate the process. Here are a few that we have at Rogers.
Paula Deen and other celebrity chefs have written cookbooks for children. These two have been quite popular at our school. Paula Deen’s My First Cookbook and Paula Deen’s Cookbook for the Lunch-Box Set.
The Children’s Step-By-Step Cookbook is one that I particularly like. The illustrations are colorful photographs and the directions for each recipe are very easy to follow. You can see that my copy is mended and this is the best of two copies that I have!
If you want vegetarian cookbooks, here are two that are just for kids. Cooking with Herb the Vegetarian Dragon, The Jumbo Vegetarian Cookbook, (in the next photo) and Kids Can Cook.
The Sleepover Cookbook, The Ultimate Kid-approved Cookbook, and Tasty School Lunches are all great options, as well.
COOKING CONTEST
One of our classrooms has a number of aspiring chefs and a couple of months ago they wanted to hold a cooking or baking contest like they have seen on TV. After a lot of planning and scheduling, they held their Cupcake Bake-off here last Friday. They came up with a rubric for the judges to use regarding flavor, creativity, frosting constancy, and more. The whole class divided into teams and got baking in our Commons area. This happens to be right outside my office area, so I had to smell cupcakes baking all morning. Near the end of the morning I went to the office to get my mail and was handed a judging form and happily had to taste the cupcakes.
The kids had a great time and learned quite a bit along the way.
FOOD MAGAZINES FOR KIDS
I wondered if there were any food magazines for kids and went searching online. Can you believe it? There are three. Chop, Chop, Yum for Kids, and Ingredient. I ordered all three to try them out to see if they are something I could recommend and put in the library. I got Ingredient right away along with the back issues I ordered and I really like it.
The January/February 2014 issue has
• an article about clementine oranges
• a short history of the scurvy problem sailors had in the 1700’s
• New York City’s attempt to ban soda
• sesame seeds and where they come from
• traveling to Alaska and the experiences with wildlife and also the food
• a history of chewing gum
• a young chef (age 13) and her newly released cookbook
• the nose and the science of smelling and tasting
• the subtitle of Ingredient is “a magazine for kids curious about food”
• there are recipes, but they do not fill the magazine. This issue has four recipes.
If you are looking for a food magazine for kids, you might ask for a sample issue and try this one out.
I hope you have a great week.
Audrey
PS. I went to pull out all the children’s cookbooks to photograph for you, and had not realized how many we have. I DID NOT show you all that we have, but less than half of what we have. It is a little bit embarrassing, but I justified myself with the fact that we have a lot of students. I want to encourage you to have a few children's cookbooks in your library if you don’t already have some. Now, I really do not need any more children’s cookbooks, but if you have one that you think I might like, I’m sure I can talk myself into getting another!
Monday, March 3, 2014
Leveled books
Greetings,
A question that has been asked of me is how to level the books in the library or how should the leveled books be identified.
First, I don’t think that the books in the library should be leveled. I feel that the library is a place for discovery and if a student is limited to those books on his or her level, his or her interests may not be addressed. At our school there is one first grade boy who come to me every week almost without fail to ask for a book about ‘how to make’ something. “I want a book on how to make a cell phone.” “I want a book on how to make a rocket.” I want a book on how to make ___________.” Every week I get this question. He is interested in making things. The fact that I don’t have a book on how to make a cell phone does not deter him. He goes on to another topic. This child will invent something wonderful someday.
I also read about another primary grade child that was very interested in learning about ham radio. He found a book that was quite difficult for him to read, but he actually read the book though with some help with the big words. He learned a lot about ham radio, and his reading and vocabulary improved greatly.
If either of these children were limited to the books he could actually read, he would be bored and discover that the library is not a place to find what he wanted to learn about.
Now, I know that there is a place for leveled books, but I think that should be in the classroom. If your ‘school library’ is also your classroom library, try to find a separate place or shelf for the leveled books. Try to keep them separate from the library books. To make it easy for your students to locate their level, put a white sticker on the spine of the book with the number of the level. It will be easy to put all the 1’s together, the 2’s, and so on. You might think that colored stickers would work fine, but I see two minor problems with that. I can imagine children asking over and over “Which color am I supposed to be reading?” Yes, you could make a small sign to indicate which color goes with each level. But what about the student that is at a lower level from his or her peers? She is reading from the blue level (and everyone can see it) while the others are at the yellow level. A white sticker is less obvious and the written number instantly identifies the level.
One suggestion I have as to placement of the stickers whether you use white or different colors is to have them all in the same general area. If you don’t have spine labels on these books, put the sticker on the spine one inch from the bottom of the spine. The reason for the space of one inch is that books tend to become worn on the bottom of the spine and the stickers will also become tattered much sooner. If they are one inch higher, they will stay nice for a long time.
If you do have spine labels on these books already, then put the leveled stickers just above the spine label. This way they will all be nice and neat on the shelf and very easy to find.
These are just my opinions and suggestions. If you have found a way to accomplish this that works well for you, I would say to just keep doing what works. Don't fix it if it isn't broken.
Have a great week.
Audrey
A question that has been asked of me is how to level the books in the library or how should the leveled books be identified.
First, I don’t think that the books in the library should be leveled. I feel that the library is a place for discovery and if a student is limited to those books on his or her level, his or her interests may not be addressed. At our school there is one first grade boy who come to me every week almost without fail to ask for a book about ‘how to make’ something. “I want a book on how to make a cell phone.” “I want a book on how to make a rocket.” I want a book on how to make ___________.” Every week I get this question. He is interested in making things. The fact that I don’t have a book on how to make a cell phone does not deter him. He goes on to another topic. This child will invent something wonderful someday.
I also read about another primary grade child that was very interested in learning about ham radio. He found a book that was quite difficult for him to read, but he actually read the book though with some help with the big words. He learned a lot about ham radio, and his reading and vocabulary improved greatly.
If either of these children were limited to the books he could actually read, he would be bored and discover that the library is not a place to find what he wanted to learn about.
Now, I know that there is a place for leveled books, but I think that should be in the classroom. If your ‘school library’ is also your classroom library, try to find a separate place or shelf for the leveled books. Try to keep them separate from the library books. To make it easy for your students to locate their level, put a white sticker on the spine of the book with the number of the level. It will be easy to put all the 1’s together, the 2’s, and so on. You might think that colored stickers would work fine, but I see two minor problems with that. I can imagine children asking over and over “Which color am I supposed to be reading?” Yes, you could make a small sign to indicate which color goes with each level. But what about the student that is at a lower level from his or her peers? She is reading from the blue level (and everyone can see it) while the others are at the yellow level. A white sticker is less obvious and the written number instantly identifies the level.
One suggestion I have as to placement of the stickers whether you use white or different colors is to have them all in the same general area. If you don’t have spine labels on these books, put the sticker on the spine one inch from the bottom of the spine. The reason for the space of one inch is that books tend to become worn on the bottom of the spine and the stickers will also become tattered much sooner. If they are one inch higher, they will stay nice for a long time.
If you do have spine labels on these books already, then put the leveled stickers just above the spine label. This way they will all be nice and neat on the shelf and very easy to find.
These are just my opinions and suggestions. If you have found a way to accomplish this that works well for you, I would say to just keep doing what works. Don't fix it if it isn't broken.
Have a great week.
Audrey
Subscribe to:
Posts (Atom)