Category: Free Inquiry

For my final inquiry post in this course I have decided to review “What Happened to YOU?” by James Catchpole and illustrated by Karen George. This book encompasses many important topics such as embracing imagination, recognizing our differences, and learning how to use our words wisely. But mostly importantly this book teaches kids about people with disabilities at a very simple and appropriate level. This is a topic that is evidently not spoken about enough in all areas of our society, not just in schools.

This story is about Joe. Joe has one leg (as the illustrations show the reader). They are found playing by themselves on the playground, using their wild imagination to act out a scene on a boat in which they are a pirate fighting sharks. All of a sudden, another child on the playground shouts “you’ve only got one leg!” Joe is annoyed – he doesn’t want to have to explain the story another time. Instead he makes the children ask him what they think happened to him. They ask him if it fell off, if it was stolen, and even if Joe is hiding it. Joe becomes very frustrated and screams “NO” while walking to the other side of the playground. The other kids notice that Joe doesn’t want to talk about his one leg, instead he just wants to be a kid and play pirates. So they join in asking “is that a crocodile down there?” By the end of the book, Joe’s peers realize that it doesn’t matter if Joe has one leg and it also doesn’t matter if they know WHY Joe only has one leg. What matter is he is a good friend and fun to hangout with – and that is good enough for everyone.

I first appreciate the realism of this book. I think it is quite common for a child to shout “you’ve only got one leg!” to someone with one leg as that child probably has two legs. I also think it’s great that the author acknowledges Joe’s emotions through all of this – he is annoyed and he is frustrated every time someone brings up his one leg. This shows readers that people with disabilities don’t always want to explain “what happened” to them, and this would be a great opportunity to ask your students “how do we think Joe feels when Simeone asks him what happened to his other leg?” Above all, this book is a great resource when talking about diversity and disabilities because it not only shows them how the disabled person feels, it also reflects why it shouldn’t matter what happened to them in the first place. We are all lovely humans, regardless of how many legs we have. What mattered in this story is that Joe was a fun, cool person to be around, and the story ends with that.

The author of this book (James) is a disabled person and so is his partner (Lucy). Together they have their own blog where they talk about living with disabilities, disability sport, disability pride, disabled parenting, and ultimately bringing awareness to the entire topic itself. They have many amazing resources ready to share with teachers who want to normalize discussions around disabilities in their classrooms. This includes more picture books written by other authors about disabilities. I’m really glad to see more authors creating books like this one. (P.S. Lucy also writes other children and family picture books AND James even states in his biography that he may be available for school visits…something to look into for sure.)

This week I decided to review “What We’ll Build” By Oliver Jeffers, which discusses healthy parent and child relationships. You may notice that I also reviewed one of Oliver’s books last week – I really like his writing style because it is light, funny, and meaningful altogether. I wanted to explore a bit more into his work.

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This book follows a parent and their child as they explore what they can do and create together using their imaginations. It demonstrates the love and admiration the parent has for their child and the hope and dreams they carry. The illustrations and storyline tell of problem solving strategies, overcoming fear and trial, finding success, and knowing you are cared for and loved in this life. It is a wholesome story that expresses the bond between and their child.

I chose this book because I wouldn’t necessarily put it in my classroom, but I think it is a great resource for parents. I’m wanting to learn more about books I can put in a “parent library” for my students, not just my own classroom library. It is always important for teachers to have good connections with their student’s parents and book suggestions can be a promising way of doing that.

Critique: Probably not a great addition to a classroom library just because of the language used. Another thing to consider is that not all kids in your class may have a healthy relationship with their parents so this book may be a bit uncomfortable for them. That is why I’d recommend putting it in a parent newsletter or on your classroom blog.

For this week’s review I am looking at the story of “Stuck” by Oliver Jeffers and it’s representation of problem solving and determination.

“Stuck” follows the story of young boy Floyd, who seems to find himself in a progression of unfortunate scenarios, one after another, as he gets his kite stuck in a tree. He attempts to use objects around him to get the kite down, but everything he uses just ends up in the tree. As these things keep happening, he continues to grow more and more frustrated. You can see Floyd actually change to different shades of color as he tries to solve all of his problems. By the end of it, Floyd has collected as much as a bathtub, a bicycle, a ladder, a kitchen sink, a semi truck, a lighthouse, a cat, a house, and a whale in the tree. Suddenly a firetruck passes by with a crew full of firepeople ready to help, but Floyd gets them stuck in the tree as well. When all seems lost, Floyd comes up with an idea. He collects a saw, and in a non-anticipated fashion, he throws the saw up into the tree which knocks the kite down. Floyd has retrieved his kite and he goes to bed.

This book definitely takes on a humorous approach at the end, but I think there are also some deeper meaning and encouraging idea hidden in the story. We can teach students that, like Floyd, things may come up in our day that make us feel overwhelmed or like we can’t seem to get anything right. But we can handle these things by taking a step back and finding someone or something to help us. In the book, Floyd continues to add things to the tree that make it harder and harder to get the kite down. Finally he realizes he should get a tool that is small enough to get the kite down, instead of all the large objects he had on-hand. The audience would think that he would’ve used the saw to just cut down the tree, but in reality he just solved his problem using a small tactic. This can teach kids that we can solve our problems in small ways, and we don’t always have to get angry and do what we think is right immediately. Instead, we should take a step back, find someone to help us, or find resolution in small and respectful ways.

I like this book because it can spark a really good conversation with students and it features engaging illustrations. It is also a funny book, and I haven’t reviewed many of those, so I was happy to have found this one for this week’s post.

I found myself relating to Floyd in some ways this week because I feel, in a certain sense, sort of “stuck” too. I feel like my tasks and plans continue to come up and I can’t seem to reach my end goal or sort things out. I think it is definitely the time of the school year to start feeling this way, I know that if I just take things slowly and one at a time, I’m feel less overwhelmed in the long run.

Critique: I think it would have been nice to see Floyd solve his problem in a more literal way (ie. cut down the tree with the saw), but this can always be a discussion with students after they read the book. However, down the tree is also bad for the environment so maybe the ending was purposeful. So, I’m on the fence.

Here’s a TEDTalk that embodies what this book talks about:

My post this week is a review of Sometimes People March by Tessa Allen. The storyline of this book teaches readers the importance of standing up for what is right and what that looks like for many people in many situations. Allen chooses to discuss a variety of situations in which people may face injustices. Some of these topics include: climate change, gender inequality, war, racial inequality, and many more. The author also portrays the many ways people many choose to stand up for what they believe in – marching is only one example.

The book goes through many different scenarios where individuals may face injustice. It begins discussing how ants, bands and people “march.” I believe the author chooses this introduction in order for children to make a connection to what they already know, and they may be able to understand more of what is discussed in the rest of the book. I particularly like how the story puts big ideas and more complex issues into a perspective that a child could understand. Problems like climate change as seen as “something that needs to be fixed” and the fight for gender and racial equality is needed because “we care about others and their freedoms.” Most of all, each page shows people working together to stand up for what they love, value, and believe in.

This book is important to education because it gives children the opportunity to decide what they value and where they see changes needed. I think every child can find something in this book that they feel effects them or those around them. The author doesn’t touch on words like “protest” or “fight” – language that could infer violence or aggression. It is important for students to know the difference between standing up for what is right and acting out on anger. I believe it is also important to remember that although we may have the opportunity to “stand up” that should not come at the cost of someone else’s health, freedom, and overall life. We should always be striving to put others before ourselves, and we must take a step back when we realize that our movements towards justice are not healthy for everyone. I think there are many examples of unpeaceful, unwelcomed, and uncontrolled “marching” and this is why we must teach those who are the voices of the future, how to properly handle situations in which they may face injustice.

I would love to include this book in my own classroom library. It embodies very much of where we should be headed in the future.

This week’s book is “The Outlaw” by Nancy Vo. The story aims to teach children about forgiveness and conflict resolution. The illustrations are very unique and well-done, and the pages are not taken up by long sentences. Instead, Vo chooses to use short, meaningful sentences and let the reader interpret the storyline situations themselves. This book is a great resource for classrooms with both younger and older students and it could lead to many significant classroom discussions.

This book begins by introducing “the outlaw” – someone who has a reputation of misdeeds. The townspeople warn each other to stay away from “the outlaw.” The shopkeepers close there doors early and the school teachers protect the children. Finally “the outlaw” decides to leave the town and no one expects him to come back. But then one day, after some time, a stranger enters the town and begins to repair the water trough, fix the schoolhouse roof, and work on the broken train platform. One day, someone recognizes him and reveals his identity as “the outlaw.” All the townspeople despise him and make him feel unwanted in the town, except for a small schoolboy who exclaims “leave him alone! He’s trying.” Some of the townspeople felt sorry for their actions whereas others did not change their minds. Nonetheless, the people of the town went back to their daily lives and “the stranger” continued to fix his mistakes that he made as “the outlaw.”

Now the book explicitly states that the stranger is “the outlaw,” and I’m sure older students are able to make that connection even before the author has introduced it. However, I like the idea that “the outlaw” is making an effort to fix his mistakes. I think sometimes kids automatically label themselves as “difficult,” “uncooperative,” or even “unteachable” when they do something wrong. This book provides the opportunity for the student to relate to a character that feels like an outsider, but still works to make amends for their wrongdoings. It also helps kids to exercise forgiveness with their classmates, as the schoolboy and townspeople did with “the outlaw.” Children know when they have hurt a friend, or have been hurt by a friend. By “the outlaw” coming back into town he is asking for forgiveness, and because of his asking he receives it.

This would be a great story to read to a class that may struggle with conflict resolution, but also with a class that does not. Sometimes there doesn’t need to be a problem present in order to discuss how to solve it. I haven’t read many books on conflict resolution, but “The Outlaw” would be a great addition to any classroom that is in need of one!

Critiques: none. I enjoy the simplicity.

This week I am reviewing the picture book “Math Curse” by Jon Scieszka and Lane Smith. This book takes a humorous approach to the involvement of mathematics in our everyday lives – no matter how much we may try to avoid it. It also discusses the reality of math anxiety in elementary school students.

The story begins with a teacher explaining to their young students that “you can think of almost everything as a math problem.” One student in particular finds this statement extremely daunting, and they struggle to go about their day without encountering a math problem.

The math is truly a problem.

The student becomes more and more anxious as they can’t seem to find any solutions. Eventually they decide they have been cursed with seeing math everywhere and they have a dream they are trapped in a room with “a lifetime of problems.” However, they are able to escape the room by creating a fraction – ultimately breaking the “math curse.” From then on, they are able to find the confidence to solve the math involved throughout the day.

I really enjoyed this book from the perspective of both a student and a future teacher. It enhances the idea that math isn’t an easy process for everyone, and it is common to have anxiety surrounding it. I think book is as funny as it is true – we can find math in every area of our lives and this is why it is so important to teach it.

I could definitely argue that the quadratic formula isn’t as necessary as basic addition, but it is the mastery of basic addition that allows for more complex processes. This book uses realistic scenarios: the time it takes to get ready for school, fractioning slices of pizza, and buying a chocolate bar. It also touches on different academic subjects like Social Studies, English, Phys. Ed., and even Art (cross-curricular woot!). This book demonstrates (even to very young students) that math is necessary to learn because of how much we subconsciously and consciously use it. I’d love to have this book as a part of my classroom in order for kids to have fun with the idea of math, while also recognizing it’s contributions to our past, current, and future societies.

Critiques: none. I can’t wait to read the version about science.

The second book I decided to review is My Brother Charlie by Holly Robinson Peete, Ryan Elizabeth Peete, and Shane W. Evans. This book teaches kids about autism awareness and treating others with kindness. It describes autism in such a way that both children and adults can understand.

This book focuses on a young girl, Callie, and her brother Charlie, who has autism. The story follows Callie as she journeys through her triumphs and trials with Charlie as her brother. Callie explains to the reader that although Charlie’s brain works differently than hers, he is still her brother who she loves and cares for. My Brother Charlie does a fantastic job of outlining the effects of autism on a family, both positive and negative, but ultimately showing that a designation does not determine a person.

I think this book would be a great addition to any elementary classroom, regardless if you have students with designations or not. It is important to educate students on topics like autism because it teaches them about acceptance and normalize discussing topics like diversity and inclusion. A student will be able to find themselves identifying with someone in this story, either the relative, friend, classmate, etc. This book makes it accessible for children to learn about autism in a way that is familiar to them – through the eyes of a girl their age. I know I wasn’t educated enough on this topic when I was younger and it’s about time we changed that for the generations to come.

Critiques: I don’t have much to say other than I want to find many more books like this one. I would be interested to read a book based on Charlie’s perspective and how children with autism see the world around them. Moreover I hope to find many more books that discuss designations in children in such a positive and effective way.

I’ve attached this video from Shelley Moore’s “Five Moore Minutes” YouTube channel where she talks about the importance of inclusion in classrooms:

The Evolution of Inclusion: The past and future of education – YouTube

The first book I chose to review is The Juice Box Bully by Bob Sornson, Maria Dismondy and illustrated by Kim Shaw. This book was written in order to teach kids about bullying and the importance of standing up for yourself and others.

The story itself is about a student named Pete who arrives at his new school. Pete is considered the bully in this story and he has several encounters with his classmates that create division in the classroom. One student brings to Pete’s attention that everyone in the class had made a “promise” to each other – that they will stand up for each other in the face of bullying and they will not participate in bullying of any form. Pete confesses that he has been bullied in the past and this is why he chooses to reciprocate the behavior. Pete realizes his classmates have no intentions of bullying him, instead they choose to offer him kindness and forgive him for his actions. In the end, Pete becomes friends with his classmates and chooses to make “the promise.”

The authors provide both the perspective of Pete as well as his classmates who are bullied by him. This way, students will recognize the actions and characteristics of the bully, as well as those of the victim. Students can decipher what actions of bullying look like and what actions of forgiveness look like.

I think this is a great resource because it not only presents a relatable scenario for children, but more importantly it demonstrates how they should react in this situation. An important aspect of this book that separates it from others alike is that there is never an adult or teacher presence to solve the problem. As much as kids should go to an adult when they have an issue, I think it is also realistic to say that there may not always be an adult around in the heat of a moment. In this book, the students must approach Pete themselves and as a group in order to stick up for each other. This teaches students that they have a voice and are capable of solving problems in a respectful manner (but of course this may not always be the case). I would say this book would be suit grades 1-3 as it uses simple language and very distinct bullying scenarios that kids will pick up on easily.

Critiques: As much as I think this book takes a different approach to the impact of bullying, it also does not. It follows the usually plotline of: new student arrives at school, they bully other students, it turns out to be a misunderstanding, they solve the issues everyone is happy, the end. I think there are many more unique situations than this one, in which bullying isn’t as evident as purposefully spilling a juice box on your classmate’s shirt. It seems like there are many kids who would not think of themselves as a “bully” because there actions aren’t as obvious. Hidden bullying tendencies are a whole other discussion in themselves, but I think they should be talked about more. When kids are young, they usually don’t recognize their own bullying tendencies because it hasn’t been revealed to them that what they’re doing is wrong. Although I think this book is effective to have in the classroom, we still have a long way to go in this topic of literature.