Author Interviews: Sara Pennypacker
The Clementine books are some of my favorites. I stumbled upon these author interviews from Scholastic (not going to get into the rude Scholastic people at their booth this past ALA annual) and enjoyed them muchly! Now if only they would interview the illustrator, Marla Frazee (recent Caldecott honor winner), who is just lovely… I just might forgive Scholastic booth staffers for their ignorance.
The best part… knowing the next Clementine book – Friend of the Week. Based on the school programs like ’star of the week,’ Clementine attempts to “win friends and influence people” but makes mistakes along the way.
From Sara’s site: In the fourth book, due next year, Margaret makes Clementine worry that her classmates won’t find enough good things to write about her in her “Friend of the Week” booklet. Clementine devises a campaign to win the kids over, which backfires. Meanwhile, her beloved kitten, Moisturizer, vanishes, and Clementine must face the possibility he is lost forever.
Beyond “Frog and Toad”: Transitional Books for Children
ALA 2008 Session
Based on a survey of 95 libraries. Participants were asked four main questions: 1) How are transitional books organized in your library? 2) Do you label transitional books so they are distinctly different from other books? 3) Do you have a book club for this age group? and 4) What other services do you provide for this transitional reader group?
I. Findings:
- 31% of the libraries shelve transitional books separately.
- Of those libraries that shelve transitional books with other children’s books, 44% shelve them with juvenile fiction, 21% shelve them by type (i.e. with series and non-series transitional books with juvenile fiction), 15% shelve them with easy readers, 13% shelve them by difficulty (i.e. some with easy readers and some with juvenile fiction), and 6.5% shelve them with series.
- 40% of libraries use some sort of label to distinguish transitional books from other books. Ways of differentiating transitional books from other juvenile books include: colored dots, colored tape, stickers, labeling.
- 24% of libraries have book clubs for this age range.
- Ideas for book clubs for transitional readers
- It will often take more time to complete books than it would with older children
- Parent/child book club
- Librarian reads two chapters of transitional book, book is discussed, book and similar books, are available for check-out.
- Includes other activities and food as well as book reading and discussion
- Both fiction and non-fiction can be used
- Ideas for book clubs for transitional readers
- Other Programming Ideas
- Book buddies
- Read to a dog (i.e. trained service dogs)
- Booklists
- Summer or after school activity programs
- Book and craft
- “Lunch Bunch” (Librarian reads while kids eat)
II. Characteristics of Transitional Books
- Short chapters
- Reader-friendly plot
- A few illustrations
- Language and vocabulary at 2nd – 3rd grade level
- Issues relevant to 6 to ten year olds
- Short stories or one story divided into several chapters
- Linear plot
- Characters with unique but unchanging characteristics
- longer with fewer illustrations than an easy reader (usually not marked with a level)
III. History of Transitional Books
- Emerged in 1981 with Stories Julian Tells as the first book consciously meant to be a transitional book.
IV. Variability Across Transitional Books
· Decodability (phonics, number of syllables, word length)
· Word frequency (words most commonly used in text)
· Word familiarity (familiar topics, similar to their used oral language)
· Sentence length / complexity
· Illustrations
V. Transitional Books Reflect and Facilitate Children’s Literacy Skills Development
· Decoding and reading fluency
· Contextual clues given often
· Helps develop sustained attention on reading
· Best texts area appropriately challenging, ~85% word accuracy is best for learning
VI. Transitional Books Develop Motivation for Reading
· Motivation is influenced by perceptions of likely success
· Somewhat challenging texts are optimal in enhancing motivation
· Transitional Books include interesting character development and suspense
· Transitional Books may include rhythmic and vivid language
VII. Transitional Books Reflect and Facilitate a Child’s Social & Economic Development
- Transitional Books reflect common challenges; new siblings, moving, school, etc.
- May enhance children’s feelings of industry and mastery
- May expose children to social issues
- May promote insight into others’ way of thinking and living
- May facilitate child’s self-development
VIII. Parent / Child Reading of Transitional Books
- Learning is a social process
- Parents coaching (mis-cues); too many error corrections are NOT good – can be frustrating
- Parent’s provide positive encouragement; when encouraged by parents, kids will leisure read
- Higher-level questioning
- Allow child choice of books (with parental guidance)
IX. Incorporating Transitional Books in the Classroom
- Book clubs; reading instruction, independent reading / writing, whole class discussion
- Classroom library (could be lending) with wide range of reading levels
- “Book buddy” program
- Independent reading program
January Book Report #1
The Wednesday Wars: Gary D.Schmidt – A humorous book that follows Holling Hoodhood, seventh grader and future architect/owner of Hoodhood and Associates, as he passes Wednesday afternoons with his teacher, Mrs. Baker, because he is the only Presbyterian student. The rest of the class is attending religious services, either Jewish or Christian, and so Holling gets off on the wrong foot with Mrs. Baker from day one. But through their interactions, revolving around manual labor at first, then Shakespeare, and finally baseball, Holling and Mrs. Baker come to know and understand each other better.
The book is funny, especially at the outset, but the tone is often inconsistent. Sometimes it was a very believable seventh grader and sometimes it was clearly the author speaking. It also lacked general direction. It really is a character study, one year in the life of a seventh grader during the 1967–68 school year.
Ages 12-14
I Ain’t Gonna Paint No More: Karen Beaumont – This is an adorable book about a little boy who just loves to paint. So much so that when his mother forbids it, takes his paints away and stores them high in a closet, he manages to get them down. He continues to paint every inch of his body, working his way from top till bottom, promising ‘I ain’t gonna paint no more’ each step of the way. Until finally, he runs out of paint! The kids loved this one. Very colorful and the boy has such adorable expressions.
Engelbert Sneem and his Dream Vacuum Machine: Mr. Daniel Postgate – Discovered by the 2nd Gen Librarian, this book reminded me of The Grinch Who Stole Christmas… except it’s a hook-nosed man who steals dreams and rides away by aid of dragon. Great for 2nd / 3rd graders.
Clementine and The Talented Clementine: Sara Pennypacker - I adore Clementine: her point of view, her curiosity, but above all her empathy. This is what sets her apart (and in my opinion, above) characters like Junie B. Jones. I am so glad I happened by these books. They brightened my week.
