The document provides an overview of contemporary realistic fiction for children, including defining characteristics, common themes and motifs, and examples of benchmark and popular books. It discusses evaluating realistic fiction based on plot, characters, themes and other elements. The document also offers tips for reference interviews to help readers find books they will enjoy within the realistic fiction genre.
The document is a PowerPoint presentation about realistic fiction. It defines realistic fiction as stories that seem like they could be true, having plots, characters, and settings drawn from real life, but are not actually true. While there can be no magic or fantasy involved, the stories may include very unusual events or characters. The presentation then provides examples of realistic fiction books and lists their main subjects or themes.
Contemporary realistic fiction is defined as imaginative writing that accurately reflects life as it could be lived today. It focuses on problems and issues of modern living. The dividing line between contemporary realistic fiction and historical fiction is 1950. Realistic fiction provides children with understanding of human relationships and themselves. It helps children expand perspectives and reassures them that others face problems too. Evaluation criteria for realistic fiction includes honestly portraying children's lives, illuminating issues of growing up, having convincing characters, and avoiding stereotypes.
Realistic fiction consists of stories that could actually happen in real life, involving realistic plots, characters, and settings. Realistic fiction stories take place in the real world and do not involve magic or fantasy. They explore realistic subjects like family life, friendship, prejudice, and self-esteem through characters and events that are plausible within the real world.
Realistic Fiction In Children’s Literaturecbrownell
Realistic fiction in children's literature features real children facing real problems that are solved in a realistic manner, set in a realistic world setting. The best realistic fiction features engaging, believable characters; believable dialogue; a fresh, original plot; an accurately portrayed setting; honestly portrayed problems; and a resolution that makes sense. Elements of realistic fiction include an introduction establishing background, setting where and when the story takes place, characterization, conflict, plot, theme, point of view from which the story is told, imagery using descriptive language, and tone conveying the author's intent. Several examples of award-winning works of realistic children's fiction are provided. Selection criteria for a realistic fiction collection focus on believability of characters,
The document discusses the genre of realistic fiction. It defines realistic fiction as imaginative writing that accurately reflects life as it could be lived today. It notes that realistic fiction uses plots, themes, settings, and characters to mirror the real world. The document then lists several common themes in realistic fiction and benefits of the genre for readers. It provides examples of topics often addressed in realistic fiction books and concludes by listing various internet resources for finding realistic fiction books and materials.
Realistic fiction in children's literaturecbrownell
This document discusses realistic fiction in children's literature. It defines realistic fiction as imaginative writing that accurately reflects life as it could be lived today. It then provides examples of popular types of realistic fiction such as animal stories, humorous stories, sports stories, school stories, and mysteries. It lists criteria for evaluating realistic fiction such as whether it honestly portrays life for children and illuminates issues of growing up. Finally, it discusses the value of realistic fiction in helping children understand themselves and gain new perspectives, as well as issues to consider like bias, stereotyping, and the author's background.
The document discusses elements of realistic fiction such as believable characters, settings, plots, and conflicts. It provides examples of realistic fiction elements from the books A Bridge to Terabithia and The Mixed-up Files of Mrs. Basil E. Frankweiler. Criteria for selecting realistic fiction titles include believable characters, settings, and events that readers can imagine as possible in the real world.
Realistic fiction refers to stories that depict everyday life experiences in a believable way. It is defined by:
1) Realistic characters and settings that readers can relate to
2) Problems and conflicts that could plausibly occur in real life
3) Resolutions to conflicts that make logical sense
While realistic fiction aims to reflect reality, it can still include elements of humor, adventure, or danger as long as the overall story remains grounded and plausible. The goal is to create stories that act as mirrors for readers, allowing them to see reflections of their own lives and experiences.
The document is a PowerPoint presentation about realistic fiction. It defines realistic fiction as stories that seem like they could be true, having plots, characters, and settings drawn from real life, but are not actually true. While there can be no magic or fantasy involved, the stories may include very unusual events or characters. The presentation then provides examples of realistic fiction books and lists their main subjects or themes.
Contemporary realistic fiction is defined as imaginative writing that accurately reflects life as it could be lived today. It focuses on problems and issues of modern living. The dividing line between contemporary realistic fiction and historical fiction is 1950. Realistic fiction provides children with understanding of human relationships and themselves. It helps children expand perspectives and reassures them that others face problems too. Evaluation criteria for realistic fiction includes honestly portraying children's lives, illuminating issues of growing up, having convincing characters, and avoiding stereotypes.
Realistic fiction consists of stories that could actually happen in real life, involving realistic plots, characters, and settings. Realistic fiction stories take place in the real world and do not involve magic or fantasy. They explore realistic subjects like family life, friendship, prejudice, and self-esteem through characters and events that are plausible within the real world.
Realistic Fiction In Children’s Literaturecbrownell
Realistic fiction in children's literature features real children facing real problems that are solved in a realistic manner, set in a realistic world setting. The best realistic fiction features engaging, believable characters; believable dialogue; a fresh, original plot; an accurately portrayed setting; honestly portrayed problems; and a resolution that makes sense. Elements of realistic fiction include an introduction establishing background, setting where and when the story takes place, characterization, conflict, plot, theme, point of view from which the story is told, imagery using descriptive language, and tone conveying the author's intent. Several examples of award-winning works of realistic children's fiction are provided. Selection criteria for a realistic fiction collection focus on believability of characters,
The document discusses the genre of realistic fiction. It defines realistic fiction as imaginative writing that accurately reflects life as it could be lived today. It notes that realistic fiction uses plots, themes, settings, and characters to mirror the real world. The document then lists several common themes in realistic fiction and benefits of the genre for readers. It provides examples of topics often addressed in realistic fiction books and concludes by listing various internet resources for finding realistic fiction books and materials.
Realistic fiction in children's literaturecbrownell
This document discusses realistic fiction in children's literature. It defines realistic fiction as imaginative writing that accurately reflects life as it could be lived today. It then provides examples of popular types of realistic fiction such as animal stories, humorous stories, sports stories, school stories, and mysteries. It lists criteria for evaluating realistic fiction such as whether it honestly portrays life for children and illuminates issues of growing up. Finally, it discusses the value of realistic fiction in helping children understand themselves and gain new perspectives, as well as issues to consider like bias, stereotyping, and the author's background.
The document discusses elements of realistic fiction such as believable characters, settings, plots, and conflicts. It provides examples of realistic fiction elements from the books A Bridge to Terabithia and The Mixed-up Files of Mrs. Basil E. Frankweiler. Criteria for selecting realistic fiction titles include believable characters, settings, and events that readers can imagine as possible in the real world.
Realistic fiction refers to stories that depict everyday life experiences in a believable way. It is defined by:
1) Realistic characters and settings that readers can relate to
2) Problems and conflicts that could plausibly occur in real life
3) Resolutions to conflicts that make logical sense
While realistic fiction aims to reflect reality, it can still include elements of humor, adventure, or danger as long as the overall story remains grounded and plausible. The goal is to create stories that act as mirrors for readers, allowing them to see reflections of their own lives and experiences.
This document defines genres of literature as being divided into fiction and non-fiction categories. It explains that fiction involves made-up characters and storylines, while non-fiction involves real stories about actual people and events. Realistic fiction is defined as made-up stories that could plausibly happen featuring characters resembling real people dealing with everyday problems in settings like real places. The document provides examples to test the reader's understanding of whether stories qualify as realistic fiction or not.
This document examines different genres of literature to determine if they are examples of realistic fiction. It analyzes Bud, Not Buddy, Harry Potter, The Hunger Games, Cinderella, and How To Code based on components and criteria for realistic fiction such as historical accuracy, scientific plausibility, and inclusion of magic or fantasy elements. Most of the stories are determined to not be realistic fiction due to missing historical details, involving other genres like fantasy, fairy tales, or science fiction, or presenting informational materials rather than a narrative. Only Bud, Not Buddy fully meets the criteria to be considered realistic fiction.
This document provides guidance and examples for writing book reviews that are due on October 1st. It instructs students to write 2-3 paragraphs introducing the plot and giving a recommendation, and to back up their ideas with examples from the book. It emphasizes being respectful and avoiding simply stating "I hated it." Two sample book reviews are then provided: one for The Giver, summarizing the plot and recommending it for those interested in science fiction and examining societal values; and one for Because of Winn-Dixie, praising the characters and warmth of the story.
Characteristics of realistic fiction storiesDina Khalil
Realistic fiction stories take place in the present or recent past, involve characters experiencing events that could happen to real people, and depict characters living in places that exist or could exist. The characters seem like real people facing realistic issues that are solved in a believable manner, and the events raise questions that readers could face in their own lives.
John Green is an American author known for his young adult novels. His debut novel, Looking for Alaska, won the 2006 Printz Award. His sixth novel, The Fault in Our Stars, was a number one bestseller. Another popular novel, Paper Towns, was adapted into a film in 2015.
The novel Paper Towns follows a high school senior named Quentin who is fascinated by his neighbor Margo. After a night of mischief, Margo disappears without a trace. Quentin and his friends follow a series of clues left behind to try and find where Margo has gone.
The story is set primarily in Orlando, Florida, focusing on the characters' hometown and Jefferson High School. It explores
Slides accompanying my upcoming webinar about literature and lit projects with authors!
Bookable here: http://lpm.dzs.lpm/Webinar/index3.php
On 02. 05. 2017 | 19:00h - 20:30h CET
Access link: https://webconf.vc.dfn.de/making/
Info: https://v.gd/making
This document summarizes a presentation about using historical fiction in a children's literature course to enhance understanding of history. It discusses examining preservice teachers' attitudes and knowledge of historical fiction and exploring research-based strategies to bring history to life in classrooms. Literature study groups were formed to read and contextualize historical fiction novels collaboratively. Surveys found that exposure to historical fiction improved knowledge of time periods and interest in incorporating such works in future teaching.
Realistic fiction refers to stories that depict everyday problems and issues that are realistic and could actually happen. It is defined as stories about real kids facing real problems that are solved in a realistic manner set in a believable world setting. Key elements of realistic fiction include believable characters, dialogue, plots, and settings that reflect reality and problems that children can relate to.
This document provides a summary of the young adult novel "Don't Even Think About It" by Sara Mlynowski. It summarizes that the book is a mystery/science fiction story where a group of teenagers start experiencing telepathy after receiving flu shots. The main character is Tess, a typical teenager dealing with relationships and high school drama. The reviewer enjoyed how the book made the reader feel like the events were happening to them directly. They would recommend it to others interested in teenage stories.
This document discusses historical fiction and provides background information on the genre. It begins by defining historical fiction and noting that while characters and events may be fictionalized, historical fiction is set in a specific time and place from the past. Several passages then discuss the relationship between history and historical fiction, noting that history involves interpretation and selection of facts while historical fiction aims to bring the past alive by experiencing events through fictional characters. The document provides tips for writing historical fiction and challenges, such as balancing authentic details with story, and issues around accuracy and provenance. It concludes by recommending Native American perspective books that provide useful context for teaching about historical topics like Thanksgiving.
This document introduces David Arenstam, an American novelist and teacher, who will be giving a Skype interview to a French class. It provides biographical details about Arenstam, including that he was born in Massachusetts but now lives in Maine, had a career in software before pursuing writing and teaching, and has published one novel with another forthcoming. It directs students to analyze a short excerpt, prepare questions for Arenstam, and lists resources for further research.
This introduction to fiction genres helps young readers to understand the characteristics of historical fiction, realistic fiction, fantasy, science fiction, mystery and folktales. Through pictures, examples, and review, students will learn how to identify and use genres.
Children's Books, Stories and Songs - Children literatureナム-Nam Nguyễn
This document provides guidelines for selecting children's literature about Japan for elementary and middle school students. It recommends examining the backgrounds of authors and illustrators to ensure they have experience living in or studying Japan. Authentic folk tales, stories of everyday life, poetry, biographies, and stories about Hiroshima and Nagasaki are some of the major cultural themes that should be represented. When choosing books, consider the publisher's expertise in Asian topics and be wary of outdated materials.
The document discusses two novels, The Sense of an Ending by Julian Barnes and Midnight's Children by Salman Rushdie. Both novels feature unreliable narrators who acknowledge the imperfections of memory and how it can distort their recollections of the past. The narrators of each story, Tony in The Sense of an Ending and Saleem Sinai in Midnight's Children, try to piece together and narrate their personal histories but realize their memories contain errors and lapses. Though the novels differ in genre and cultural context, they both consciously use unreliable narration where the narrators are aware of the fallible nature of their own memories and narratives.
The document provides biographical information about authors Patricia and Fredrick McKissack, noting that Patricia was a teacher and editor who decided to become a writer. It also discusses their book "The Shutout", which describes the unfair treatment African American ballplayers faced in the early days of major league baseball. The document includes objectives, vocabulary terms, sample questions, and multiple choice questions related to analyzing the book.
This document provides instructions and discussion topics for a literature class focusing on the genre of Jane Eyre. Students are assigned to groups to identify elements of different novel genres (Bildungsroman, Christian pilgrimage, Gothic, Sensation, and Domestic) within Jane Eyre. They are asked to find specific scenes and chapters to support their assigned genre. Additionally, the class discusses whether aspects of the novel do not fit neatly into one genre. The instructor argues genres can be combined and that Victorian novels often fractured genres, reflecting complexity in Victorian subjectivity and worldview. Students are assigned reading and discussion participation is tracked for points.
Comparison between twilight & harry potterArati Maheta
This document compares the popular book series Twilight and Harry Potter and the Deathly Hallows. Both series have themes of love and choices between good and evil. They are both very popular worldwide, translated into several languages, and written by female authors in the genres of romance and fantasy fiction. However, they differ in their target audiences, writing styles, and narrative techniques. Harry Potter appeals to all ages while Twilight appeals more to teenagers. Harry Potter has a more complex plot with twists while Twilight is more straightforward. Harry Potter is written in third person while Twilight is in first person from Bella's perspective.
This summary provides the key details about the book "A Thousand Pieces of You" by Claudia Gray. The story follows Marguerite, whose physicist parents work on developing technology to travel between parallel universes. One day, Marguerite's father is killed and one of the students working with her parents, Paul, flees through one of the "firebirds" that enable universe travel. Marguerite and the other student Theo pursue Paul across different parallel universes to discover the truth. During their journey, Marguerite realizes she has feelings for both Paul and Theo.
Defining and Valuing Children's LiteratureJohan Koren
There are differing views on what constitutes children's literature. Some define it as literature written for children, while others say it is literature that children read regardless of the intended audience. C.S. Lewis argued that the best children's stories can be enjoyed by both children and adults. Defining children's literature is difficult as views differ on whether a distinction should be made between children's and adult literature. Children's literature is valuable as it can spark children's imaginations and be their first exposure to beautifully written language.
This book review summarizes the young adult fantasy novel City of Bones by Cassandra Clare. It discusses the author and genres, main characters including Clary, Jace, Alec and Isabelle, the supernatural themes and New York setting. For the plot, it describes Clary witnessing a murder and learning she is a Shadowhunter. She teams up with Jace and others to fight demons and rescue her kidnapped mother from the villain Valentine, while discovering her own abilities. The review provides a positive personal opinion that the book is an enjoyable mix of adventure, romance and mystery for fans of those genres.
This document contains summaries of 10 children's books along with the author's personal responses. It includes information about the number of pages, cultural or age groups represented, genres, and brief summaries of the plotlines. The author provides their thoughts on each book and whether they feel it could be used for storytelling. They enjoyed books that taught lessons or represented different cultures but disliked one book that gave children "false hope."
The document discusses ways for librarians and teachers to collaborate and build bridges between the library and classroom. It highlights several new and notable books aligned with curriculum standards in language arts, social studies, science, and math. It provides examples of successful collaborative efforts and asks how librarians and teachers can further collaboration using library resources to reinforce curriculum and increase student achievement.
This document defines genres of literature as being divided into fiction and non-fiction categories. It explains that fiction involves made-up characters and storylines, while non-fiction involves real stories about actual people and events. Realistic fiction is defined as made-up stories that could plausibly happen featuring characters resembling real people dealing with everyday problems in settings like real places. The document provides examples to test the reader's understanding of whether stories qualify as realistic fiction or not.
This document examines different genres of literature to determine if they are examples of realistic fiction. It analyzes Bud, Not Buddy, Harry Potter, The Hunger Games, Cinderella, and How To Code based on components and criteria for realistic fiction such as historical accuracy, scientific plausibility, and inclusion of magic or fantasy elements. Most of the stories are determined to not be realistic fiction due to missing historical details, involving other genres like fantasy, fairy tales, or science fiction, or presenting informational materials rather than a narrative. Only Bud, Not Buddy fully meets the criteria to be considered realistic fiction.
This document provides guidance and examples for writing book reviews that are due on October 1st. It instructs students to write 2-3 paragraphs introducing the plot and giving a recommendation, and to back up their ideas with examples from the book. It emphasizes being respectful and avoiding simply stating "I hated it." Two sample book reviews are then provided: one for The Giver, summarizing the plot and recommending it for those interested in science fiction and examining societal values; and one for Because of Winn-Dixie, praising the characters and warmth of the story.
Characteristics of realistic fiction storiesDina Khalil
Realistic fiction stories take place in the present or recent past, involve characters experiencing events that could happen to real people, and depict characters living in places that exist or could exist. The characters seem like real people facing realistic issues that are solved in a believable manner, and the events raise questions that readers could face in their own lives.
John Green is an American author known for his young adult novels. His debut novel, Looking for Alaska, won the 2006 Printz Award. His sixth novel, The Fault in Our Stars, was a number one bestseller. Another popular novel, Paper Towns, was adapted into a film in 2015.
The novel Paper Towns follows a high school senior named Quentin who is fascinated by his neighbor Margo. After a night of mischief, Margo disappears without a trace. Quentin and his friends follow a series of clues left behind to try and find where Margo has gone.
The story is set primarily in Orlando, Florida, focusing on the characters' hometown and Jefferson High School. It explores
Slides accompanying my upcoming webinar about literature and lit projects with authors!
Bookable here: http://lpm.dzs.lpm/Webinar/index3.php
On 02. 05. 2017 | 19:00h - 20:30h CET
Access link: https://webconf.vc.dfn.de/making/
Info: https://v.gd/making
This document summarizes a presentation about using historical fiction in a children's literature course to enhance understanding of history. It discusses examining preservice teachers' attitudes and knowledge of historical fiction and exploring research-based strategies to bring history to life in classrooms. Literature study groups were formed to read and contextualize historical fiction novels collaboratively. Surveys found that exposure to historical fiction improved knowledge of time periods and interest in incorporating such works in future teaching.
Realistic fiction refers to stories that depict everyday problems and issues that are realistic and could actually happen. It is defined as stories about real kids facing real problems that are solved in a realistic manner set in a believable world setting. Key elements of realistic fiction include believable characters, dialogue, plots, and settings that reflect reality and problems that children can relate to.
This document provides a summary of the young adult novel "Don't Even Think About It" by Sara Mlynowski. It summarizes that the book is a mystery/science fiction story where a group of teenagers start experiencing telepathy after receiving flu shots. The main character is Tess, a typical teenager dealing with relationships and high school drama. The reviewer enjoyed how the book made the reader feel like the events were happening to them directly. They would recommend it to others interested in teenage stories.
This document discusses historical fiction and provides background information on the genre. It begins by defining historical fiction and noting that while characters and events may be fictionalized, historical fiction is set in a specific time and place from the past. Several passages then discuss the relationship between history and historical fiction, noting that history involves interpretation and selection of facts while historical fiction aims to bring the past alive by experiencing events through fictional characters. The document provides tips for writing historical fiction and challenges, such as balancing authentic details with story, and issues around accuracy and provenance. It concludes by recommending Native American perspective books that provide useful context for teaching about historical topics like Thanksgiving.
This document introduces David Arenstam, an American novelist and teacher, who will be giving a Skype interview to a French class. It provides biographical details about Arenstam, including that he was born in Massachusetts but now lives in Maine, had a career in software before pursuing writing and teaching, and has published one novel with another forthcoming. It directs students to analyze a short excerpt, prepare questions for Arenstam, and lists resources for further research.
This introduction to fiction genres helps young readers to understand the characteristics of historical fiction, realistic fiction, fantasy, science fiction, mystery and folktales. Through pictures, examples, and review, students will learn how to identify and use genres.
Children's Books, Stories and Songs - Children literatureナム-Nam Nguyễn
This document provides guidelines for selecting children's literature about Japan for elementary and middle school students. It recommends examining the backgrounds of authors and illustrators to ensure they have experience living in or studying Japan. Authentic folk tales, stories of everyday life, poetry, biographies, and stories about Hiroshima and Nagasaki are some of the major cultural themes that should be represented. When choosing books, consider the publisher's expertise in Asian topics and be wary of outdated materials.
The document discusses two novels, The Sense of an Ending by Julian Barnes and Midnight's Children by Salman Rushdie. Both novels feature unreliable narrators who acknowledge the imperfections of memory and how it can distort their recollections of the past. The narrators of each story, Tony in The Sense of an Ending and Saleem Sinai in Midnight's Children, try to piece together and narrate their personal histories but realize their memories contain errors and lapses. Though the novels differ in genre and cultural context, they both consciously use unreliable narration where the narrators are aware of the fallible nature of their own memories and narratives.
The document provides biographical information about authors Patricia and Fredrick McKissack, noting that Patricia was a teacher and editor who decided to become a writer. It also discusses their book "The Shutout", which describes the unfair treatment African American ballplayers faced in the early days of major league baseball. The document includes objectives, vocabulary terms, sample questions, and multiple choice questions related to analyzing the book.
This document provides instructions and discussion topics for a literature class focusing on the genre of Jane Eyre. Students are assigned to groups to identify elements of different novel genres (Bildungsroman, Christian pilgrimage, Gothic, Sensation, and Domestic) within Jane Eyre. They are asked to find specific scenes and chapters to support their assigned genre. Additionally, the class discusses whether aspects of the novel do not fit neatly into one genre. The instructor argues genres can be combined and that Victorian novels often fractured genres, reflecting complexity in Victorian subjectivity and worldview. Students are assigned reading and discussion participation is tracked for points.
Comparison between twilight & harry potterArati Maheta
This document compares the popular book series Twilight and Harry Potter and the Deathly Hallows. Both series have themes of love and choices between good and evil. They are both very popular worldwide, translated into several languages, and written by female authors in the genres of romance and fantasy fiction. However, they differ in their target audiences, writing styles, and narrative techniques. Harry Potter appeals to all ages while Twilight appeals more to teenagers. Harry Potter has a more complex plot with twists while Twilight is more straightforward. Harry Potter is written in third person while Twilight is in first person from Bella's perspective.
This summary provides the key details about the book "A Thousand Pieces of You" by Claudia Gray. The story follows Marguerite, whose physicist parents work on developing technology to travel between parallel universes. One day, Marguerite's father is killed and one of the students working with her parents, Paul, flees through one of the "firebirds" that enable universe travel. Marguerite and the other student Theo pursue Paul across different parallel universes to discover the truth. During their journey, Marguerite realizes she has feelings for both Paul and Theo.
Defining and Valuing Children's LiteratureJohan Koren
There are differing views on what constitutes children's literature. Some define it as literature written for children, while others say it is literature that children read regardless of the intended audience. C.S. Lewis argued that the best children's stories can be enjoyed by both children and adults. Defining children's literature is difficult as views differ on whether a distinction should be made between children's and adult literature. Children's literature is valuable as it can spark children's imaginations and be their first exposure to beautifully written language.
This book review summarizes the young adult fantasy novel City of Bones by Cassandra Clare. It discusses the author and genres, main characters including Clary, Jace, Alec and Isabelle, the supernatural themes and New York setting. For the plot, it describes Clary witnessing a murder and learning she is a Shadowhunter. She teams up with Jace and others to fight demons and rescue her kidnapped mother from the villain Valentine, while discovering her own abilities. The review provides a positive personal opinion that the book is an enjoyable mix of adventure, romance and mystery for fans of those genres.
This document contains summaries of 10 children's books along with the author's personal responses. It includes information about the number of pages, cultural or age groups represented, genres, and brief summaries of the plotlines. The author provides their thoughts on each book and whether they feel it could be used for storytelling. They enjoyed books that taught lessons or represented different cultures but disliked one book that gave children "false hope."
The document discusses ways for librarians and teachers to collaborate and build bridges between the library and classroom. It highlights several new and notable books aligned with curriculum standards in language arts, social studies, science, and math. It provides examples of successful collaborative efforts and asks how librarians and teachers can further collaboration using library resources to reinforce curriculum and increase student achievement.
This document discusses strategies for engaging reluctant readers, including using interest surveys to learn readers' interests, allowing choice in book selection, and recommending specific authors and book titles across a range of genres that are appealing to reluctant readers such as graphic novels, short chapters, humor, and action. Key sources discussed are The Book Whisperer by Donalyn Miller, When Kids Can't Read by Kylene Beers, and In the Middle by Nancie Atwell.
The document provides an introduction to mysteries for children. It discusses finding the right book for readers through reference interviews, appeal factors of books, and techniques for reference interviews. It also overviewed the mystery genre and discussed common motifs in mysteries for youth, such as puzzles, clues, and supernatural elements. Finally, it categorized four common types of mysteries for youth and provided tips for book discussions with readers.
Presentation on book reviewing for the Virginia Assoc. of School Librarians, October 21, 2016. Includes discussion of controversial reviews and reactions to A TRIBE OF KIDS by Lane Smith.
This document discusses tips and strategies for encouraging children's love of reading. It provides examples of families that engage in weekly book discussions, set reading goals and incentives for their children, and utilize the library and digital books. Experts also offer advice on reading wordless picture books and recommend popular children's titles across different genres.
This document provides information about a book discussion group aimed at engaging African American, Latino, and American Indian youth. It discusses the selected books, which feature diverse characters and challenge traditional fantasy norms. The book club will take place at a library and recruit students through school visits, summer programs, and other outreach. The six books chosen provide entry points for new readers and increasingly complex plots, covering themes of cultural diversity and representation in literature.
The document contains summaries of several children's books from different genres including historical fiction, biography, and informational texts. Strategies are suggested for using each book in an educational setting, such as read alouds, writing prompts, research activities, and connecting to curricular standards.
Nonfiction Favorites Penn State York WilliamsAileen Hower
This document provides information from Michael Williams about using nonfiction books in elementary school classrooms. It discusses the importance of nonfiction, gives examples of nonfiction genres and books, and recommends authors of nonfiction books. It suggests ways to use nonfiction books such as learning about topics, providing facts, research, vocabulary, and comparing fiction and nonfiction on the same topic. The document encourages teachers to select a nonfiction book to use in their classroom and think about how they would teach it through activities and address any concerns about using the book. The most important thing learned is the strong emphasis on and benefits of using informational texts with students.
Answer ONE of the following questions after reading Francine Pro.docxnolanalgernon
Answer ONE of the following questions after reading Francine Prose's "I Know Why the Caged Bird Cannot Read." Your response should be well thought out with very few if any grammatical or sentence errors. Your response should be 200-300words in length. It is due Thursday before 11:59pm.
#1: Prose is highly critical of the quality of both I Know Why the Caged Bird Sings and To Kill a Mockingbird. If you have read either, write an evaluation of her criticism of the book. Is she setting up this book to be unfairly judged?
-OR-
#2: Prose is skeptical of using literary works to teach values. Write a journal entry in which you support or challenge her position using specific examples to support your position.
I Know Why the Caged Bird Cannot Read
How American High School Students Learn to Loathe
Literature
Francine Prose
Francine Prose, who was born in the late 1940s, is a reporter, essayist, critic, and editor. She has also written more than twenty books, includ- ing poetry, fiction, and children’s literature. Her novel
Blue
Angel
(2000) was a finalist for the National Book Award, and her nonfiction works
The Lives of the Muses: Nine Women and the Artists They Inspired
(2002) and
Reading
Like
a
Writer:
A
Guide
for
People
Who
Love
Books and
Those
Who
Want
to
Write
Them
(2006) were both national best sellers. She has received numerous grants and awards, including
Guggenheim and Fulbright fellowships. She is most recently the author of the satiric novel
My
New
American
Life
(2011). Prose is currently a book reviewer for a num- ber of magazines and periodicals, including the
New
York
Times
Book
Review
and
O
. The following essay, published in
Harper’s
in September 1999, is a critique of the quality of required reading in American high schools.
Books discussed in this essay include:
I Know Why the Caged Bird Sings
by Maya Angelou. Bantam Books, 1983.
To Kill a Mockingbird
by Harper Lee. Warner Books, 1988.
Teaching Values through Teaching Literature
by Margaret Dodson.
Eric/Edinfo Press, 1993.
Teaching the Novel
by Becky Alano. Eric/Edinfo Press, 1989.
Teaching Literature by Women Authors
by Carolyn Smith McGowen.
Eric/Edinfo Press, 1993.
ike most parents who have, against all odds, preserved a lively and still evolv- ing passion for good books, I find myself, each September, increasingly appalled by the dismal lists of texts that my sons are doomed to waste a school year reading. What I get as compensation is a measure of insight into why our society has come to admire Montel Williams and Ricki Lake so much more than Dante and Homer. Given the dreariness with which literature is taught in many American classrooms, it seems miraculous that any sentient teenager would view reading as a source of pleasure. Traditionally, the love of reading has been born and nurtured in high school English class — the last time many students will find themselves in a roomful of people who have all read the sam.
Answer ONE of the following questions after reading Francine Proses.docxYASHU40
Answer ONE of the following questions after reading Francine Prose's "I Know Why the Caged Bird Cannot Read." Your response should be well thought out with very few if any grammatical or sentence errors. Your response should be 200-300words in length. It is due Thursday before 11:59pm.
#1: Prose is highly critical of the quality of both I Know Why the Caged Bird Sings and To Kill a Mockingbird. If you have read either, write an evaluation of her criticism of the book. Is she setting up this book to be unfairly judged?
-OR-
#2: Prose is skeptical of using literary works to teach values. Write a journal entry in which you support or challenge her position using specific examples to support your position.
I Know Why the Caged Bird Cannot Read
How American High School Students Learn to Loathe
Literature
Francine Prose
Francine Prose, who was born in the late 1940s, is a reporter, essayist, critic, and editor. She has also written more than twenty books, includ- ing poetry, fiction, and children’s literature. Her novel
Blue
Angel
(2000) was a finalist for the National Book Award, and her nonfiction works
The Lives of the Muses: Nine Women and the Artists They Inspired
(2002) and
Reading
Like
a
Writer:
A
Guide
for
People
Who
Love
Books and
Those
Who
Want
to
Write
Them
(2006) were both national best sellers. She has received numerous grants and awards, including
Guggenheim and Fulbright fellowships. She is most recently the author of the satiric novel
My
New
American
Life
(2011). Prose is currently a book reviewer for a num- ber of magazines and periodicals, including the
New
York
Times
Book
Review
and
O
. The following essay, published in
Harper’s
in September 1999, is a critique of the quality of required reading in American high schools.
Books discussed in this essay include:
I Know Why the Caged Bird Sings
by Maya Angelou. Bantam Books, 1983.
To Kill a Mockingbird
by Harper Lee. Warner Books, 1988.
Teaching Values through Teaching Literature
by Margaret Dodson.
Eric/Edinfo Press, 1993.
Teaching the Novel
by Becky Alano. Eric/Edinfo Press, 1989.
Teaching Literature by Women Authors
by Carolyn Smith McGowen.
Eric/Edinfo Press, 1993.
ike most parents who have, against all odds, preserved a lively and still evolv- ing passion for good books, I find myself, each September, increasingly appalled by the dismal lists of texts that my sons are doomed to waste a school year reading. What I get as compensation is a measure of insight into why our society has come to admire Montel Williams and Ricki Lake so much more than Dante and Homer. Given the dreariness with which literature is taught in many American classrooms, it seems miraculous that any sentient teenager would view reading as a source of pleasure. Traditionally, the love of reading has been born and nurtured in high school English class — the last time many students will find themselves in a roomful of people who have all read the sa.
This document provides a summary of notable books for promoting global awareness and 21st century learning skills. It discusses how using quality global literature can help students explore literary elements, diversity and common humanity, develop critical thinking skills, and make connections between literature and activism. Several book recommendations are provided across different genres including picture books, fiction, non-fiction, and poetry. Each book highlighted portrays other cultures authentically and promotes reflection on societal and global issues.
1) The document provides tips and techniques for librarians to use reader's advisory to recommend non-fiction titles to patrons. It suggests getting to know patrons' interests outside of reading to find relevant non-fiction topics.
2) The librarians should browse their own collections to familiarize themselves with titles and recommend books based on compelling cover designs or interesting writing.
3) The document lists many specific non-fiction book titles and topics that could appeal to different patrons, along with websites that librarians can use to spark conversations.
Booktalking for upper elementary and middle school agescfischbuch
This document provides a list of booktalking tools and book recommendations for upper elementary and middle school students. It outlines several websites and blogs that contain book reviews, booktalks, trailers and other resources for finding and promoting books. It then provides summaries and read-aloud suggestions for over 50 fiction and non-fiction titles spanning various genres like graphic novels, novels in verse, short stories and more. The document concludes with a section titled "To be Read" that outlines additional upcoming book titles to keep an eye out for in the upcoming school year.
The document discusses creating an online reading community. It provides details about several members of the community, including their Twitter handles and profiles. It then discusses ways for the community to get to know each other such as sharing their reading experiences and timelines. The document also mentions using blogs, Twitter, Facebook and other online tools like YAPP to facilitate communication and archive discussions within the reading community.
This document summarizes trends in children's and young adult literature discussed by a collection development team. It highlights several popular fiction genres including books with distinct characters, books addressing serious topics simply, and picture books that appeal to both children and adults. It also discusses increasing representation of underrepresented groups, graphic novels, early readers, urban and rural fiction, and highlighting science books and themes.
The document discusses the major themes of the Neteru Academy Novels series by L.A. Banks. It explains that the overarching theme is about love - the love of humanity, family, and between a man and woman. The novels focus on the children of characters from The Vampire Huntress Legend series learning to love themselves, care about things bigger than themselves, and do the right thing over pleasing others. Each character struggles with inner demons but grows stronger. The author hopes the quiet messages in the stories will resonate with readers.
Katherine Paterson is an award-winning author of children's and young adult literature. She was born in China in 1932 to Christian missionary parents and lived in China until age 8 when she moved to the US due to the Japanese invasion. Paterson wrote over 20 books and is best known for Bridge to Terabithia which won the Newbery Medal. Many of her books have won additional awards including the National Book Award, Edgar Award, and Hans Christian Andersen Medal.
This document discusses ideas for promoting reading engagement in schools and communities. It provides suggestions for forming book clubs and reading communities both online and in person. It also emphasizes the importance of providing access to a variety of texts and creating opportunities for students to develop enthusiasm for reading through immersion in different text types and formats.
Similar to RA: Contemporary Realistic Fiction for Middle Grade Readers (20)
The Grafton Public Library Planning and Building Committee provided an update on plans to expand and renovate the library. They presented a conceptual design that is 14% smaller than a previous 2011 plan. To receive a state grant, the new library must house 85,000 items, seat 100 people and provide parking. Committee projections show rising library use and a need for more public computers and a meeting room. The proposed expansion would cost $16.6 million total but the town's cost would be $10 million after a $6.6 million state grant. The committee argued this is the best option financially and for the community's library needs.
1) The document discusses how to address disruptive and dangerous behaviors in public libraries, differentiating between behaviors that are disruptive versus dangerous and providing examples.
2) It explores possible reasons for problematic behaviors, such as biological and psychological factors, and how to set boundaries and consequences for unacceptable behaviors.
3) The document provides tips for librarians on how to correct behaviors respectfully while maintaining excellent customer service and cultivating positive relationships with patrons.
Picture Perfect presentation - MA Library Snapshot Day 2011Beth Gallaway
Library Snapshot Day collected data from 221 participating libraries in Massachusetts. The data showed that on the day surveyed, the libraries had a total circulation of 95,474 items, assisted with 8,454 reference questions, handled 4,429 interlibrary loan requests, welcomed 53,821 visitors, hosted 6,527 attendees at programs, gave 617 classes/tours, and had 874 meetings take place in their spaces. The majority of activity occurred at public libraries.
Picture Perfect: 2011 MA Library Snapshot DayBeth Gallaway
The document provides statistics from Library Snapshot Day on May 9, 2011. 221 participating libraries across Massachusetts reported data, though not all provided answers to every question. Key stats include: 95,474 total circulation, with most coming from public libraries; 8,454 total reference questions, with most in public libraries; 4,429 total interlibrary loan requests; 53,821 total library visits, with most in public libraries; and 14,240 total computer users, once again with most in public libraries.
The document discusses strategies for libraries to cultivate lifelong teen patrons. It outlines disruptive versus dangerous behaviors and explains teen development influences. The presenter recommends positive engagement with teens, clear behavior policies, and providing dedicated teen spaces in the library. Teens will be more likely to continue using the library if they feel respected and have opportunities for meaningful participation.
The document discusses key aspects of developing a children's collection for a library. It identifies questions to consider when creating a collection development policy, such as the intended audience and formats to be included. The document provides examples of sample policies and outlines criteria for selecting fiction and non-fiction materials for children. It also reviews methods for regularly evaluating and weeding older materials from the collection.
The document discusses key topics in developing a young adult collection for a library, including creating a collection development policy, selecting materials in various formats and genres, assessing materials for quality and appeal to young adults, budgeting for the collection, and maintaining the collection through weeding. It provides examples of selection resources, criteria for evaluating different material types, and methods for keeping the collection current and appealing to its target audience.
This document appears to be a presentation about cultivating teen library users. It discusses teen behaviors in libraries, how to set boundaries and correct behaviors, and tips for librarians on excellent customer service, reference, and reader's advisory skills. The presentation emphasizes building relationships with teens and giving them opportunities for meaningful participation.
This document discusses various aspects of Web 2.0 including social networking sites like Facebook, podcasting tools like Audacity, and programming platforms like Scratch. It provides information on customizing privacy settings and safety tips for Facebook, describes several podcasts and podcasting resources including Podomatic, and highlights projects created using Scratch that involve stories and games. The document concludes by predicting future technologies like handheld computers, cloud computing, and digital learning.
Web 2.wh0a! Part I: Wordle, Face Your Manga, MeeboBeth Gallaway
This document discusses various web 2.0 technologies that are popular among millennials such as wordle, face your manga, and meebo. It provides examples of how libraries can use these tools such as having patrons create wordle art or avatars and using meebo for virtual author visits. The document also discusses developmental assets and ideas for brainstorming ways to incorporate these technologies into library programs and services.
This document provides information on social networking sites like Facebook, including tips for safe usage. It discusses features of sites like Facebook, YouTube, and Twitter. It also covers topics like cyberbullying, online privacy and safety tips for teens. Recommendations are given for creating secure usernames and passwords. The document aims to help demystify social media and networking sites while promoting their safe and responsible use.
The document discusses lessons learned from a game design workshop. It recommends talking to IT staff in advance, bringing backup equipment, being flexible, offering low-tech activities, and remaining calm if technical issues arise. Contact information and additional resources are provided for Beth Gallaway of Information Goddess Consulting.
This document outlines the structure and content of an online course titled "Learning 2.0" that uses various social media tools. It includes an overview of the weekly topics which involve objectives, evaluations, readings, exercises and discussions. The course utilizes tools like Facebook, blogs, tags, RSS feeds, Twitter, wikis and podcasting. It also provides help resources and notes that content is archived on other sites. The document concludes by thanking the presenter and providing their contact information.
Teen Library (Mis) Behavior 101, or, Beasts in the Fair GardenBeth Gallaway
This document provides information and strategies for librarians to effectively work with teen patrons. It discusses disruptive and dangerous teen behaviors, influences on teen behavior like brain development, and tips for librarians like setting boundaries, correcting behavior issues, and cultivating relationships to turn teens into "raving fans." The goal is to create an environment where teens feel welcome while maintaining order and safety.
Beth Gallaway presented on bringing gaming to libraries. She discussed how gaming can promote literacy in various formats including print, visual, media, science, technology, programming, and information and communication technology. Playing video games can help develop skills like problem solving. Gallaway provided examples of libraries hosting gaming events and maintaining gaming collections. She offered best practices for gaming programs and collections including choosing appealing titles, marketing programs effectively, implementing them safely, and evaluating their success.
This document provides an overview of literacy and readers' advisory. It defines print literacy and 21st century literacy. It discusses multiple intelligences and developmental milestones for children ages 6-11. Tips are provided for readers' advisory practice, including asking about media interests instead of directly about books. Examples are given for providing recommendations in the genres of fantasy, mystery, and realistic fiction.
This document summarizes a presentation about gaming at libraries. It discusses how gaming can promote 21st century literacy skills and how libraries can implement gaming programs. Examples are provided of successful gaming programs at various libraries, including video game tournaments, board game clubs, and using games to teach information literacy skills. Research that shows the educational benefits of gaming is also summarized. The document concludes by providing tips for libraries to implement their own gaming programs.
This document summarizes trends in young adult services and potential areas of collaboration between school and public libraries. It identifies that the young adult demographic aged 12-18 is platform agnostic, enjoys micromedia, and is social, competitive, and wired. Brain development in early and middle adolescence involves social/emotional and cognitive changes. Successful young adult programs involve teen input, local partnerships, and evaluation of outcomes. The document advocates for collaboration with schools, local organizations, and funders to better serve young adults.
This document summarizes trends in young adult services and potential areas of collaboration between school and public libraries. It identifies that the young adult demographic aged 12-18 is platform agnostic, enjoys micromedia, and is social, competitive, and wired. Brain development in early and middle adolescence involves social/emotional and cognitive changes. The document recommends starting collaborations locally with teen advisory groups, schools, colleges, government, and justice systems. It provides examples of potential partners including non-profits, for-profit companies, and ways to get support through state and federal programs.
The document discusses using Twitter in libraries. It defines Twitter and microblogging, provides tips for setting up and using a Twitter account, and suggests best practices for tweeting. The document also lists example library Twitter accounts and organizations, and recommends six topics for libraries to tweet about, such as events, links to resources, and answering questions. It emphasizes using Twitter to share information and engage with patrons.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Walmart Business+ and Spark Good for Nonprofits.pdf
RA: Contemporary Realistic Fiction for Middle Grade Readers
1. INTRODUCTION TO CONTEMPORARY REALISTIC FICTION FOR CHILDREN Funding provided through an IMLS/LSTA grant administered by the MA Board of Library Commissioners; additional funding is provided by the Friends of the Boxford Town Libraries.
* Willingness to read widely to become familiar with genres both fiction and non-fiction. * Knowledge of patrons. * Understanding the appeal of books and the factors that affect that appeal. * Mastery of the readers’ advisory interview. * Help readers find books of interest to them. * Understand what readers are looking for. * Develop an appreciation of the role that “stories” play in their lives.
Pacing * Characters and plot quickly or slowly unveiled? *More dialogue or description? * Densely written? *Are sentences, paragraphs and chapters short or long? * Multiple plot lines, flashbacks, alternating chapters or linear plot? * Do characters act or react to events? * Is book end or open-end orie nted? * What is pattern of pacing? Characterization *Developed over time or immediately recognizable stereotypes? *Focus on single character or several intertwined? *Whose point of view? *Are characters most important element of book? *Is reader expected to identify with characters or to observe them? * Are there series characters, followed through and developed over several related novels? * Memorable and important secondary characters? Story line * Emphasizes people or situations and events? * What is author’s intention regarding story line? * Is focus more interior and psychological or exterior and action oriented? Frame * Is background detailed or minimal? *Does the frame affect the tone or atmosphere? * Is there a special background? from “Articulating a Book’s Appeal” in Joyce Saricks and Nancy Brown, Readers’ Advisory Service in the Public Library. 2nd ed. Chicago : ALA , 1997. Language Is the language appealing? Is the writing engaging? Is dialogue true to character? Setting How does time and place fit in? Is worldbuilding complete? Are historical details accurate?
The readers’ advisory interview uses the same welcoming behaviors as the reference interview. Approachability is the key. Use appropriate body language and make sure patrons understand you have time to talk books and reading with them. The open question varies in the readers’ advisory interview from the reference interview. In the readers’ advisory interview, you are trying to engage the patron in a conversation that elicits a broad set of information about their reading interests and habits. The two phrases you can use are: “ Tell me about a book you read that you really enjoyed.” “ Tell me the story of the last book you enjoyed.” These will elicit the information you need from the patron to appropriately suggest books that match their needs and interests. Here are some categories to watch for as you try to gauge and match their interests. * Genre: Does the patron enjoy mysteries, biographies, or romance novels? * Setting: Where is the story set? One city or around the world? Outdoors? * Time: When is the story taking place? Past, present, future? * Length: Does the patron like short stories or epic novels? * Hero: Is the main character innocent or sophisticated? One hero or many? * Plot: Does the story have a point? A definite beginning and end? * Pacing: Does the author move the story with action or dialogue? * Subject: What or who is the book ultimately about? Readers enjoy books for many reasons. Some become connected to a particular type of story or genre. Some enjoy one genre, such as mysteries, but only if they are set in a particular country, such as English mysteries. They may need a particular setting, such as mountains or small towns, or need a particular subject in the background, such as horseracing, to pique their interest. Almost all readers go through periods of change in their reading habits as they move through life. Assuming that your regular patrons only want one type of reading material year after year limits them and you in achieving their reading goals. Some of the best ways to improve your skills in readers’ advisory are to keep a record of your own reading, browse the new book shelves and best seller lists regularly, and set a goal of doing at least one readers’ advisory interview each reference shift. Hints and Tips for Readers’ Advisory * Browse with the patron – be among the books as you move along in the readers’ advisory interview to allow them time to look over new materials. * Find the common thread in their reading habits and don’t be afraid to suggest books outside their normal genre or subject if you see a connection. * SUGGEST books, don’t recommend. Recommending books means that you are endorsing them, or creating the illusion that you know a “good” book from a “bad” book. When you suggest, you are letting the patron make a choice without feeling pressure from the “expert.” * Let the patron say “No” and don’t feel like a failure when they do. When a patron doesn’t like a particular suggestion, you can gain valuable information. * Watch for easily misunderstood phrases like “good literature” or “classics.” Some readers think Stephen King is a classic writer, while others will disdain any popular author. * Use a follow up question like “Be sure to let us know how you liked the book." or "Are there any other books I can help you find." Key Behaviors * Talk books at the reference desk with other staff so patrons can feel comfortable asking for help. Patrons will hear you and respond with questions of their own. * Be prepared for a discussion and for personal questions – Remember, in these cases the patron is not your friend, but your customer. However, there is more of a social connection with reading, especially for pleasure, than with searching for information, so be prepared to have patrons ask about your reading habits. A general response like “I enjoy all types of books, that’s why I work in a library. Let’s see if we can find something for you” is usually effective. * Use displays for attracting attention (new books, genres, formats). * Be VERY careful when suggesting books in a series. Some patrons love series, and some do not. Make sure if you are suggesting the first book in a trilogy that you tell the patron about the series. Or, if you suggest a book out of order in a series, make sure the patron knows how it fits into the larger series. Some series books can be read in any order, and some need sequence in order to make sense. * Encourage patrons to select more than one book. Patrons usually need several choices once they get home to make sure they have a successful reading experience. Choosing more than one item will encourage them to experiment. The key to successful readers’ advisory services is to have a commitment to serving readers in the library. A responsive attitude and maintaining a neutral stance on the “quality” of an individual’s reading habits will encourage good readers’ advisory interviews. Be aware of popular titles and hot topics, and understand that there are many tools to help you along the way.
The readers’ advisory interview uses the same welcoming behaviors as the reference interview. Approachability is the key. Use appropriate body language and make sure patrons understand you have time to talk books and reading with them. The open question varies in the readers’ advisory interview from the reference interview. In the readers’ advisory interview, you are trying to engage the patron in a conversation that elicits a broad set of information about their reading interests and habits. The two phrases you can use are: “ Tell me about a book you read that you really enjoyed.” “ Tell me the story of the last book you enjoyed.” These will elicit the information you need from the patron to appropriately suggest books that match their needs and interests. Here are some categories to watch for as you try to gauge and match their interests. * Genre: Does the patron enjoy mysteries, biographies, or romance novels? * Setting: Where is the story set? One city or around the world? Outdoors? * Time: When is the story taking place? Past, present, future? * Length: Does the patron like short stories or epic novels? * Hero: Is the main character innocent or sophisticated? One hero or many? * Plot: Does the story have a point? A definite beginning and end? * Pacing: Does the author move the story with action or dialogue? * Subject: What or who is the book ultimately about? Readers enjoy books for many reasons. Some become connected to a particular type of story or genre. Some enjoy one genre, such as mysteries, but only if they are set in a particular country, such as English mysteries. They may need a particular setting, such as mountains or small towns, or need a particular subject in the background, such as horseracing, to pique their interest. Almost all readers go through periods of change in their reading habits as they move through life. Assuming that your regular patrons only want one type of reading material year after year limits them and you in achieving their reading goals. Some of the best ways to improve your skills in readers’ advisory are to keep a record of your own reading, browse the new book shelves and best seller lists regularly, and set a goal of doing at least one readers’ advisory interview each reference shift. Hints and Tips for Readers’ Advisory * Browse with the patron – be among the books as you move along in the readers’ advisory interview to allow them time to look over new materials. * Find the common thread in their reading habits and don’t be afraid to suggest books outside their normal genre or subject if you see a connection. * SUGGEST books, don’t recommend. Recommending books means that you are endorsing them, or creating the illusion that you know a “good” book from a “bad” book. When you suggest, you are letting the patron make a choice without feeling pressure from the “expert.” * Let the patron say “No” and don’t feel like a failure when they do. When a patron doesn’t like a particular suggestion, you can gain valuable information. * Watch for easily misunderstood phrases like “good literature” or “classics.” Some readers think Stephen King is a classic writer, while others will disdain any popular author. * Use a follow up question like “Be sure to let us know how you liked the book." or "Are there any other books I can help you find." Key Behaviors * Talk books at the reference desk with other staff so patrons can feel comfortable asking for help. Patrons will hear you and respond with questions of their own. * Be prepared for a discussion and for personal questions – Remember, in these cases the patron is not your friend, but your customer. However, there is more of a social connection with reading, especially for pleasure, than with searching for information, so be prepared to have patrons ask about your reading habits. A general response like “I enjoy all types of books, that’s why I work in a library. Let’s see if we can find something for you” is usually effective. * Use displays for attracting attention (new books, genres, formats). * Be VERY careful when suggesting books in a series. Some patrons love series, and some do not. Make sure if you are suggesting the first book in a trilogy that you tell the patron about the series. Or, if you suggest a book out of order in a series, make sure the patron knows how it fits into the larger series. Some series books can be read in any order, and some need sequence in order to make sense. * Encourage patrons to select more than one book. Patrons usually need several choices once they get home to make sure they have a successful reading experience. Choosing more than one item will encourage them to experiment. The key to successful readers’ advisory services is to have a commitment to serving readers in the library. A responsive attitude and maintaining a neutral stance on the “quality” of an individual’s reading habits will encourage good readers’ advisory interviews. Be aware of popular titles and hot topics, and understand that there are many tools to help you along the way.
Contemporary is published in the last 25 years is a work of fiction about a puzzling event or crime.
well constructed plot convincing characterization worthwhile theme appropriate style how does the author make it believable (grounded in reality 1st? careful attention to detail? character who mirrors the reader’s disbelief? appropriate language?) consistency of the storyline (logical framework and internal consistency) creative and ingenious plots Is there a universal truth underlying the metaphor? How does it compare to other books by the same author or of the same kind?
The worst has happened – Evan’s younger sister is skipping a grade and they will both be in the same fourth grade class in the fall. In the past, brother and sister always got along well, but now a competitive rivalry begins with each of them trying to earn the most money over the summer. Lemonade wars and money-making schemes punctuate this heartwarming story filled with math problems and humor.
Siblings Jake (the Pain) and Abigail (the Great One) get on one another’s nerves in a variety of locations in this third book in the series. There’s a trip to the beach that involves boogie boards and wolf masks, a visit to the county fair and a ride on the Gravitron, and a stop at the hospital when Jacob, the Pain, sticks a pussy willow up his nose.
Predating Lemony Snicket, this tale of orphaned siblings who finally escape villainous guardians and find a home with a kindly couple begins with Dickensonian overtones but ends on a happy note. As Dallas and Florida help the Moreys prepare for separate trips -- an adventure in themselves—they slowly come to trust, and build a family.
8-year old Dessert has a lot of fun ideas, like eating her dessert first and signing her name with an exclamation point. When she gets into trouble for eating some fudge bars, she may make amends by working in her family’s restaurant.
An 11-year-old boy, the oldest – and most reliable -- of six children, chronicles a tumultuous year of his sister and 4 brothers, one of whom has passed away.
Moxy and her twin brother Mark are excited about spending the New Year in Hollywood, CA, but she has a chore to complete before their departure – writing thank you notes for her holiday gifts. Since she hates to write, she contrives a bunch of schemes to “simplify” the process. Other titles in the series deal with Moxy’s dislike of piano practice and reading.
Sukie’s parents implement a new technique to get their children to listen to them – responding inappropriately to their antics: i.e. when Sukie is caught scooping peas with her fingers at the dinner table, she expected to hear, "Don't eat with your fingers!" Instead her mom says, "You'll put an eye out with that thing! The plan backfires when the kids declare war.
While waiting for her lost-at-sea parents to return, 11-year-old Primose lives with her Uncle Jack, but befriends restaurateur Kate, who kindly teaches her to cook. Small town life and delicious commentary on recipes add charm.
When Logan’s kind but forgetful grandfather moves in, he fears his unforgiving classmates will find out about Grandpa’s weirdness and use it against him. The new girl catches Grandpa in an embarrassing moment, and uses a photo as blackmail to coerce Logan into discovering a classmates secret.
Charles chronicles his strange hometown and family, and their struggles with poverty that ultimately lead to their packing up and moving to Alabama in search of a better life.
After her infant baby dies, Larkin's family welcomes Sophie into their home, caring for her and teaching her games and new words. They come to love this baby as their own, all the while knowing that eventually Sophie's mother will return one day to take her from them.
When Jake Semple is kicked out of yet another school, the Applewhites, an eccentric family of artists, offer to let him live with them and attend their unstructured Creative Academy, instead of getting shipped off to a juvenile detention center. He immediately clashed with E.D, an Applewhite his own age, who often feels out of place in her family, and is quickly befriended by a basset hound and involved in a production of the Sound of Music,
When Sneeze's plan to take his latest gadget (The Nice Alarm) to the annual Invention Convention is torpedoed by his parents and they enroll him in a (yuck!) summer-school writing class, he is devastated – and desperate. So he concocts a new-and-improved plan, one that will make him rich and famous and enable him to attend the Convention without his parents – because Sneeze was born to invent things!
When her father, an engineer and architect, leaves to build schools in Afghanistan, Sprig has difficulty making the adjustment; it’s another thing to negotiate alongside the superiority of place granted to an older sibling, squabbles with friends, and complications of first love. “Everything ten year-old Sprig wants, her older sister Dakota already has. Everything Sprig does, Dakota does better. And anytime Sprig complains, Dakota just grins and calls her a baby. It’s enough to make a kid wish her sister would disappear. But in a year when Sprig’s father is away, her favorite neighbor is ill, and the class bully is acting almost like, well, a boyfriend, Sprig discovers that allies come in unexpected shapes. Sometimes they’re even related to you.”
When a boy named Elvis and his nomadic, quirky family get their Holiday Rambler motor home stuck in red mud near Popeye's house, a friendship is born. The two start a club and spend idyllic days floating homemade boats on the river.
Bean is loud and wild and goofy. She loves to be involved in games and poke her nose in other people’s business. Ivy is quiet and full of ideas. She spends most of her time learning how to be a witch. Each girl thinks the other one is weird. Each girl thinks she could never be friends with the other. Especially because their parents keep nagging them about it. But, sometimes, opposites attract. But sometimes opposites can become the best of friends because they’re opposites. For example, people who like to talk need people who like to listen. And people with great ideas need people who can put those ideas into action. For Ivy and Bean, their differences mean that they have more fun together than they could ever have separately. It also means that, together, they do more wacky things than any one kid could ever dream up. The Ivy and Bean books are about the adventures—and disasters—created by this unlikely team. And since their motto seems to be “Why not?” there’s every reason to believe that their capers and catastrophes will continue for quite a while.
Slacker Abby must take on an additional project to pull up her grades; a pen pal project with a student across the world results in friendship and conflict. Abby's first letter arrives at a small school in Afghanistan, and Sadeed Bayat is chosen to be her pen pal.... Well, kind of. He is the best writer, but he is also a boy, and in his village it is not appropriate for a boy to correspond with a girl. So his younger sister dictates and signs the letter. Until Sadeed decides what his sister is telling Abby isn't what he'd like Abby to know.
When Opal and her preacher father move to a small town, the stray dog they befriend becomes the catalyst for her dad to tell her about her mother.
It's New Year's Eve and Mallory can't wait to celebrate! Her camp friends are coming to Fern Falls and she and Mary Ann have planned out every last detail for a perfect winter reunion and New Year's Eve party. But what Mallory hadn't planned on is getting sick. Poor Mallory has to ring in the New Year in the hospital instead of at home with her friends and family. Mallory thinks she's missing out on all the fun. Is this the beginning of the worst year ever, or is Mallory in for a big New Year's surprise?
When a sideshow act comes to town featuring the reported fattest boy in the world, Zachary Beaver, it is the beginning of major changes for Toby and Cal.
After a mean collector named Swindle cons him out of his most valuable baseball card, Griffin Bing must put together a band of misfits to break into Swindle's compound and recapture the card. There are many things standing in their way -- a menacing guard dog, a high-tech security system, a very secret hiding place, and their inability to drive -- but Griffin and his team are going to get back what's rightfully his . . . even if hijinks ensue. “ SNEAKING OUT AT NIGHT – HELPFUL HINTS: > (i) When lying to your parents, maintain EYE CONTACT. > (ii) Make sure you ask permission to attend the correct FAKE SLEEPOVER (Boys – Stan Winter's place; Girls – Karen Lobodzic's.) > (iii) Meet at the OLD ROCKFORD HOUSE at 8:30 pm Friday. (You can't miss it; there's a CRANE with a giant WRECKING BALL parked in front.) > (iv) Enter through missing planks in BOARDED-UP WINDOW, first floor, east side. > (v) Bring your SLEEPING BAG. Remember: The old Rockford House house is a CONDEMNED BUILDING that will be demolished TOMORROW MORNING. There will be no beds, no running water, no furniture, no lights, no TV .... “
Brian’s joy over landing his dream job as a batboy for a pro team, is tempered with disappoint when his hero, Hank Bishop is less than friendly following a steroid scandal.
When Winnie’s friend Amanda grows more interested in boys and fashion, 11 year old Winnie gravitates toward Dinah, who she previously pitied but now finds commonality with.
Lost in her large and boisterous family, Jennalee finds refuge at her Uncle Beau’s store, but her high regard for him slips a little when a boy claiming to be his son shows up.Captures southern life and non-traditional families.
Julia & her friend Patrick decide to take on the challenge of raising silkworms for the state fair.
Redheaded 3 rd grader Clementine is always focused – but sometimes on the wrong things, and that results in delightful trouble, often with her neighbor Margaret as her sidekick.
If Billy eats 15 worms in 15 days—he’ll earn $50 for a shiny new minibike. Funny and gross recipes ensue!
Let me just say for the record that I think middle school is the dumbest idea ever invented. You got kids like me who haven’t hit their growth spurt yet mixed in with these gorillas who have to shave twice a day. And then they wonder why bullying is such a big problem in middle school.
Being a member of the Quimby family in the third grade was harder than Ramon has expected. Her father was often tired, in a hurry, or studying at the dining room table, which meant that no one could disturb him by watching television. At school she was still not sure how she felt about Mrs. Whaley. Liking a teacher was important, Ramona has discovered when she was in first grade. And even though her family understood, Ramona still dreaded that part of the day spent at Howie’s house in the company of Mrs. Kemp and Willa Jean.
Mr. Landry said he believed in the open classroom. At parent’s night every September, Mr. Larson explained that children learn best when they learn things on their own. This was not a new idea. This idea about learning was being used successfully by practically every teacher in America. But Mr. Larson used it tin his own special way. Almost every day he would get the class started on a story or worksheet of a word list of some reading and then go to his desk, pour some coffee from his big red thermos, open up his newspaper, and sit. Over the years, Mr. Larson had taught himself how to ignore the chaos that erupted in his classroom every day. Unless there was the sound of breaking glass, screams or splintering furniture, Mr. Larson didn’t even look up. If teachers or the principal complained about the noise he would ask a student to shut the door, and then go back to reading his newspaper
I really really really Did NOT get The pasture poem you read today. I mean: somebody’s going out to the pasture to clean the spring and go get the little tottery calf while he’s out there and he isn’t going to be gone long and wants YOU (who is YOU?) To come too. I mean REALLY. And you said that Mr. Robert Frost who wrote about the pasture was also the one who wrote about those snowy woods and the miles to go before he sleeps— well! I think Mr. Robert Frost has a little too much time on his hands.
Dear Dumb Diary, Today Hudson Rivers (eighth cutest guy in my grade) talked to me in the hall. Normally, this would have no effect on me at all, since there is still a chance that Cute Guys One Through Seven might actually talk to me one day. But when Hudson said “Hey,” today, I could tell that he was totally in love with me, and I felt I had an obligation to be irresistible for his benefit.
There’s only one thing the two of them ever say to me, and they repeat it like a couple of parrots: Work! Work Work Work! Work! Okay, I understand. . I’m not a complete moron, after all I would like to work; the problem is I can’t. For me, it’s like they teach everything in Chinese. It goes in one ear and out the other. They have taken me to thousands of doctors :ye doctors, ear doctors, even brain doctors. Their conclusion after these wasted hours of consultant: I have a concentration problem. Attention Deficit Disorder—ADD. You have to be kidding! I know exactly what’s wrong, and it has nothing to do with concentration. I have no problem. Not a single one. It’s just that school doesn’t interest me. It doesn’t interest me at all, and that’s all there is to it.
If you ask me, kids can learn all they need to learn by watching TV. You can learn important information like which breakfast cereal tastes best and what toys you should buy and which shampoo leaves your hair the shiniest. This is stuff that we’ll need to know when we grow up. School is just this dumb thing that grown-ups thought up so they wouldn’t have to pay for babysitters. When I grown up and have children of my own I won’t make them go to school. They can just ride their bikes and play football and video games all day. They’ll be happy, and they’ll think I’m the greatest father in the world. But for now, I wanted to let my new teacher Miss Daisy, know from the very start how I felt about school. You know what, A.J.?” Miss Daisy said, “I hate school too.” You do? We all started at Miss Daisy. I thought teachers loved school. If they didn’t love school, why did they become teachers? Why would they ever want to go to school as a grown-up? I know that when I’m a grown-up, I’m not going anywhere near a school “Sure I hate school,” Miss Daisy continued. “If I didn’t have to be here teaching you, I could be home sitting on my comfortable couch, watching TV and eating bonbons.”
The fireman were stumped. They called the city. They city caled their tree man who called the fire chief, who told everyone the expert’s opinion. “He says our best bet is to cut it off.” Absolutely not!” my mom said. This time I was glad she stuck up for me. “We’re talking about the branch, ma’am,” the chief said. “We all agree that the foot should remain with the leg.”
Mrs. Olinski hugged her upper arms and wondered if maybe it was nerves and not the quartering wind blowing from the ceiling vents that was causing her shivers. She watched with bated (and visible) breath as the commissioner placed his hand into a large clear glass bowl. His college class ring knocked bottom. (had the room been two degrees colder, the glass would have shattered.) He withdrew a piece of paper, unfolded it, and read, “What is the meaning of the word calligraphy, and from what language does it derive?” A buzzer sounded. Mrs. Olinski knew who it was. She was sure of it. She leaned back and relaxed. She was not nervous. Excited, yes. Nervous, no. The television lights glanced off Noah Gershom’s glasses. He had been the first chosen.
The sixth thing you should know about me is that I have never spoken a word in school. Ven when I try with all my might, I always manage to say nothing at all. My voice works at home. It works in the car. It even works on the school bus. But as soon as I get to school… I am as silent as a side of beef. “You are like a piece of frozen sausage fallen off the truck,” my brother, Calvin, likes to say. It is true.. I am something like that. No one really knows why I lose my voice at school, since I come from a long line of farmer-warriors who haven’t had a scaredy bone in their bodies since 714 A.D. In China my ancient grandpas and grandmas and aunts and uncles fought off leopards and tigers in their gardens the way Calvin and Anibelly and I fight off mosquitoes at Walden Pond. They weren’t afraid of anything. I am afraid of everything.
Mrs. Godfrey always does this. She always calls on me when I don’t know the answer. And she can TELL I don’t know it. Ever hear somebody say that dogs can smell fear? That’s Mrs. Godfrey. She’s like a dog. A big ugly nasty dog. I sort of skooch down in my seat. The whole class is staring at me. My ears start to burn, then my cheeks. I can feel tiny droplets of sweat beading up on my forehead. “WELL?” she barks. Ummm *koff!* What was the question again? I’ve hear that on an average do you use about 10 percent of your brainpower. Well, sitting her with my mouth turning as dry as a sack of sand, I really need that other 9- percent to kick in. But my mind is blank.
“I pledge allegiance to the flag of the United States of … ouch!” There is a lot of poking that goes on in third grade. It was Norris-Boris-Morris. “Horace,” he whispered. “I’ll think about it,” I whispered back. Norris-Boris-Morris’s name is really Norris. I know that now. But in the beginning of the year, I used to call him all three Orris names because I could never remember which one was his. He liked that. And now he’s always trying to get me to add another one. Last week he tried for Glorris, but I said No. It has to be a real name. “Okay,” I said after the pledge. “Norris-Boris-Morris-Horace.” MY teacher caught my eye and tugged on his ear. This is our secret Code for Time to be Listening. So I sat up and listened to his, even though it was just “Raise your hand if you’re absent,” and “who’s got milk money?” stuff. But right after that, it got interesting.
A boy caught cheating is turned into an apple, and soon the teacher has turned the whole class into apples for a variety of infractions and a kiss from a girl is the only thing that an unstuck a boy glued to his chair with bubblegum.
“I’ve decided to quit school again,” Libby said. That did it. All around the the table voices hushed in midsentence. Shocked alarm quivered in the silence. Even Gillian’s cats, the three great Persian puffballs and one sleek Abyssinian, looked up nervously from their favorite spot near the swinging doors that led into the kitchen. Libby realized at once that she’d made a mistake.
At school they say I’m wired bad, wired mad, or wired glad, depending on my mood and what teacher has to put up with me. But there is no doubt I’m wired. This year was no different. When I started out all the days there looked about the same. In the morning, I’d be okay and follow along in class. But after lunch, when my meds had worn down, it was nothing by trouble for me.
The radio beside my bed buzzes and then begins to talk to me in Penacook. But it doesn’t speak Penacook for long. Muskrat Mike, the morning DJ on KOOK, only knows a few words. He’s pretty cool and knows a lot about music, but he isn’t young enough to have go to the Penacook Indian school. The kids at the school take an extra enrichment class in Penacook. Elders like Doda go to in once a day to talk Indian with them, and by the time they get to third grade some of them can speak it okay. I went there through third grade, and Celeste still goes there. She’s seven. But now I get bused to school off the the reservation. I’m eleven by how the school reckons it. Ten winters, Doda would say. You haven’t really lived a year until you’ve lived through another winter. I’m starting sixth grade at Rangerville Junior High , and today is the first day of school. Lucky me.
So for my birthday I had to bring store bought cupcakes from Kroger, and Scott Stamphley said he could taste the chemicals in them. Plus Mary Kay has parents who will buy her whatever she wants, like a hamster in its own Habitrail, because she is an only child, and her parents can afford it. Maybe that is what I was thinking about when I said, “ Here, Mary Kay,” and held out the spatula. Maybe I was thinking about how Mary Kay has her very own pet, a hamster (Sparky) with a Habitrail, wheras I only have a dog – Marvin – who I have to share with my whole family. Maybe that is what I was thinking about when Mary Kay put the spatula into her mouth and I was still holding on to the end. Maybe that is what I was thinking about when I kind of shoved the spatula into her mouth a little. I meant it a a joke. A birthday joke And okay, I know it was mean. But I just wanted to teachher a lesson about being greedy. I meant it in a joking way. But I should have known that Mary kay wouldn’t take it that way. As a joke, I mean. And I should have known she’d start crying, this time for real, because the spatula went down her throat. But just a little! Like, it barely went down. Maybe it touched her tonsils. But that’s it.
Dear Mr. Henshaw I am in fifth grade now. You might like to know that I gav a book report on Ways to Amuse a Dog. The class liked it. I got an A-. The minus was because the teacher said I didn’t stand on both feet. Sincerely, Leigh Botts Dear Mr. Henshaw I got your letter and did what you said. I read a different book by you. I read Moose on Toast. I liked it almost as much as Ways to Amuse a Dog.
You want to try Senor Lopez’s house again?” Sonny asked Wil nodded and pulled ahead. Deliver ing the paper to Senor Jose Gilberto Lopez Lopez was the last, but the toughest, toss on the route. Sonny had explained that Senor Lopez had arthritis, so he took his medicine and had his expresso in his bedroom before coming downstairs. “He likes to do the crossword puzzle with his coffee,” Sonny had said, “so you gotta him the paper right outside his bedroom door – on his balcony. You get it on the blacony without stopping the bike?” Wil had been slightly awed at first, but Sonny shared a tip he had gotten from Trace, the oldest of Wil’s brothers. “The secret is to throw ahead. Instead of waiting till you’re right in front, throw from the edge of the property. You really have to let it sail to get it to rainbow over the railing.”
In other books in the series, she hopes for a reconciliation between her parents, gets chicken pox and
The dog’s name is Killer. That is what my daddy decided he should be called. But he’s lived with us for seven months now, and there’s not a microscopic bit of meanness to be found in any of the big bones under his shaggy brown and white fur coat. Daddy’s second choice for a name wasn’t any better for him: Cujo. Like the crazy dg that ripped people apart in that old movie. A good name for him would be Sweetie Pie. But I can’t call him that because after all, he is a boy, and he might take offense.
“Here, boy,” I say, slapping my thigh. Dog goes down on his stomach, groveling about in the the grass. I laugh and start over toward him. He’s got an old worn out collar on, probably older than he is. Bet it belonged to another dog before him. “C’mon, boy,” I say, putting out my hand. The dog gets up and backs off. He don’t even whimper, like he’s lost his bark. Something really hurts inside you when you see a dog cringe like that. You know somebody’s been kicking at him. Beating on him, maybe. “It’s okay, boy,” I say, coming a little closer, but still he backs off. So I just take my gun and follow the river. Every so often I look over my shoulder and there he is, the beagle. I stop; he stops. I can see his ribs—not real bad—but he isn’t plumped out or anything.
Gilly, give Maime Trotter half a chance, OK? She’s a really nice person. That cans it, thoguht Gilly. At least nobody had accused Mr. or Mrs. Nevins, her most recent foster parents, of being “nice.” Mrs. Richmond, the one with the bad nerves, had been “nice.” The Newman family, who couldn’t keep a five-year-old who wet her bed, had been “nice.” Well, I’m eleven now, folks, and in case you haven’t heard, I don’t wet my bed anymore. But I am not nice. I am brilliant. I am famous across this entire country. Nobody wants to tangle with the great Galadriel Hopkins. I am too clever and too hard to manage. Gruesome Gilly, they call me. She leaned back comfortably. Here I come, Maime baby, ready or not.
Lucky Trimble crouched in a wedge of shade behind the dumpster. Her ear near a hole in the paint-chipped wall of Hard Pan’s Found Object Wind Chime Museum and Visitor Center, she listened as Short Sammy told the story of how he hit rock bottom. How he quit drinking and found his Higher Power. Short Sammy’s story, of all the rock bottom stories Lucky has heard at twelve step anonymous meetings – alcoholics, gamblers, smokers, and overeaters – was still her favorite.
Home was, and still is, a rusty old trailer stuck on the face of a mountain in Deep water, in the heart of Fayette County. It looked to me, the first itme, like a toy that God had been playing with and accidentally dropped out of heave. Down and down it came andlanded, thunk, on this mountain, sort of cockeyed and shaky and grateful to be all in one piece. Well, sort of one piec. Not counting that part in the back where the aluminum’s peeling off, or the one missing window the front steps that are sinking.
They say Maniac Magee was born in a dump. They say his stomach was a cereal box and his heart a sofa spring. They say he kept an 8-inch cockroach on a least and that rats stood guard over him while he slept. They say if you knew he was coming and you sprinkled salt on the ground and he ran over it, within two or three block he would be as slow as everybody else. They say. What’s truth? What’s myth? It’s hard to know.
We don’t’ go to the shelter every Sunday,” Mom told Ethan. “More like every other week.” I felt like adding, and then you go to meetings about it the rest of the time. But I didn’t. I know I shouldn’t complain. I mean, she helps people who need her help. Maybe some Sunday I’ll go stand in line at the soup kitchen and Mom will take a good look at me, too.