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About the Book
A little girl sails her raft across a sea of words, a at the house of a small boy and calling him awa literary adventure. Trough forests of fairy tale across mountains of make-believe, the two trav together on a fantastical journey that unlocks imagination and opens him up to a lifetime of and adventure.
Stories bring us together, provide shared experi and glimpses into the unknown, broaden outlo entertain, transport, educate, and inspire. Read the foundation of every child’s education, and a love of story is the first step in creating c reating a read stunning prose poem on the rewards of reading Sign up to vote on this title sharing stories, New York imes best-selling best-selling aut Useful Not useful illustrator Oliver Jeffers and fine artist Sam Wi have crafted an immersive and unforgettable ex that will inspire young readers to create, to que
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A ime ime Line of the Classics
A Child of Books features features forty classic work children’s literature and lullabies. (Te title listed on page 11 of this guide.) Divide you students into small groups, assigning respo to each group for a portion of the titles. T them through the process of researching th to answer the following questions: • When was the work published? published?
Mapping Your Own World of Stories In A Child of Books, two In A Books, two travelers traverse a world of stories. Invite your students to reflect on the places that books have taken them and to represent their journeys visually visually. Students can either collaborate to produce a large mural, depicting the worlds of their favorite stories, or they can create individual maps. Tey should begin by brainstorming lists of their favorite storybook locations and examining the illustrations in A in A Child of Books to to draw inspiration from Jeffers’s and Winston’s images. Ten offer students various art supplies (markers, crayons, collage materials, recycled print materials) with which to create a composite composite map of their story locations. As students work, talk about what authors must do to bring a setting to life. What techniques do authors use to create the sights,
• What genre is the work? work?
• What is the age range of the ideal ideal aud for the work?
Create a large time line and have groups pl their titles on the years they were published this time line as a visual survey tool. Displa time line in the hallway and invite your sch community members to write their names underneath the titles that they have read. T analyze the data to see which titles have be read and by whom.
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Which Classic? A Matching Game Oliver Jeffers and Sam Winston hope that A that A Child of Books will will inspire young readers to explore the children’s classics to which they pay tribute. Work with your school librarian librarian to gather a collection of these titles to bring into your classroom and explore them in any or all of these ways: • Play a matching game by providing your students with a variety of passages from the books and asking them to match the passages with their book titles. • Invite students to discuss which titles and passages from the books intrigue them and why.. why • Have each student select one title and create something based on that book. Let each one pursue their own creativity with their piece by making the project very open-ended. A student could create a new book jacket, tell a story based on the main character, character, draw a favorite scene, write a poem about the book. . . . Te options are endless! • Set a class challenge to read a certain number of these works (maybe all forty!) across the course of the school year. itles could be read aloud to the class, used in literature circle explorations, or read independently at school or at home. Develop a recording sheet to track
An Artist’s Artist’s Book
Explore with your students the concept of artist’s book, a book that expresses meaning through image, text, and, most importantl form and structure. View examples of artis online at places such as the Center for Boo the Jaffe Center for Book Arts, and the Mi Center for Book Arts. Collaborate with you teacher or an artist from your local commu offer students the chance to create an artist Students might select the topic and theme book, or you could invite them to create on representing their favorite stories. While ol students can experiment with different med Sign up to vote on this title structuresUseful in their books, a simple pop-up s Not useful might be most appropriate for younger stu
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Books Across Generations: Interviewing Readers
Engage your students in an inquiry project investigate reading practices across generati Work W ork together to brainstorm brainstorm a list of inter topics, such as books remembered from ch adolescence, young adulthood, and adultho What kinds of books do the interviewees interviewees e When and how often do they read? read? How d describe the influence that books have had their lives?
Te Power of Story Reread the final pages of A of A Child of Books, beginning with the image of the spinning globe and the text “For this is our world we’ve made from stories. . . .” Ask your students how stories help us to shape our world and record their responses on chart paper. Following this whole-group discussion, offer small groups the opportunity to read and discuss quotes that describe the power and potential of reading. Tese quotes can be found using Pinterest or other search engines. Provide each group with a large piece of chart paper to post
Have each student come up with two or th people they could interview. interview. Encourage the consider people both in and outside their f Create a class list of candidates organized b generation and select interviewees using th ensure that you have a representation of di age groups. Ten send students to conduct interviews. Have them write up the conver and post them on a wall display in order of After they have read their their classmates’ classmates’ interv conduct a discussion of their findings, noti variations and similarities in reading practi Sign up to vote on this title
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A Project for Older Older Students
Who Holds the Key? Access to Books
Te last image in A in A Child of Books is is a key labeled with the statement “For imagination is free.” Ask your students students to discuss this image image and to revisit the illustrations illustrations throughout throughout the book to furthe explore the metaphor. metaphor. Tis figurative exploration can serve as a lead-in to an investigation of access to books in our everyday lives. How do your students obtain books to read? Researcher Susan Susan Neuman has correlated access to books with reading achievement in children. As a class, read David Bornstein’s Opinionator article “A Book in Every Home, and Ten Some” (the New York imes ) as well as selections from from Neuman’ Neuman’s co-authored article article “Access “Access to Print Print in Low-Income Low-Income and MiddleIncome Communities: An Ecological Study of Four Neighborhoods” (Reading (Reading Research Quarterly ). ). Conduct an inquiry to learn more about how books are made available in socioeconomically diverse communities, researching researching libraries and library-funding structures. Extend the study with a servicelearning component: your students could organize a book swap, a book donation drive, and/or write opinion pieces advocating for additional library or school resources to purchase books.
REPRODUCIBLE INSRUCIONS Use the following reproducibles reproducibles with your class to provide ways of sharing books they enjoy and them make connections with one another.
Books Make Us Feel
We Are a Family of Books
Have each student fill in the titles, authors, and illustrators of books that inspire different feelings in them.
Distribute the book tree image and have ch write the names of their family members o Sign up to vote on this title dashed lines and each family member’s member’s favo Useful Not useful books on the connecting branches. Encour children to color in their book tree.
Connecting Books and Readers
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Name _____________ __________________________ __________________________ __________________________ ___________________ ______
Date _________
Books Make Us Feel Feel Tis book . . . .
e : m d e e c a r s c
r y : n g a e m m a d e
m e : d e e r r n s p i i n M E
m e m a d e
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Name _____________ __________________________ __________________________ __________________________ ___________________ ______
Date _________
Connecting Books and Readers Use this graphic organizer to explore connections that you have with other readers in your class.
In the center, write your name. of the rays around the center, w name of one of your favorite bo a one-sentence summary of it. T along the dashed lines.
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Name _____________ __________________________ __________________________ __________________________ ___________________ ______
Date _________
Wee Are a Family W Family of Books Write the names of your family Write family members on the dashed lines, then write the names of their favorite books on the connecting branches. Color in your family book tree!
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Name _____________ __________________________ __________________________ __________________________ ___________________ ______
Date _________
I Am a Child of Books My favorite books are: My reading role models are:
M E
My favorite reading s
My reasons to read are:
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A Child of Books features Books features forty classic works of children’s literature and lullabies. A Christm Chr istmas as Carol Ca rol by by Charles Dickens Te Adventures of Huckleberry Finn by Finn by Mark wain Te Adventures of Pinocchio by Pinocchio by Carlo Collodi Alice’s Advent Adventures ures in i n Wonderland Wonder land by by Lewis Carroll Aroundd the Moon Aroun Moon by by Jules Verne Beauty and the Beast by Jeanne-Marie Leprince de Beau mont
Te Legends of King Arthur and His Knights by Sir Tomas Malory and Sir James Knowle
“Te Legend of Sleepy Hollow” by Washingt
“Little Red-Cap” as told by Jacob and Wilhe Little Women by Women by Louisa May Alcott Moby-Dick Moby-Di ck by Herman Melville Peter Pan and Wendy by by J. M. Barrie
Black Beauty by by Anna Sewell
“Rapunzel” as told by Jacob and Wilhelm Gr
“Brahms’ Lullaby” by Johannes Brahms
“Rip Van Winkle” by Washington Irving
Te Count of Monte Cristo by Cristo by A lexandre Dumas
Robinson Crusoe by by Daniel Defoe
Dracula by by Bram Stoker
Te Secret Garden by Garden by Frances Hodgson Burn
Frankenstein by Frankenstein by Mary Shelley
“Snow-White a nd Rose-Red” “Snow-White as told by Jacob and Wilhelm Grimm
“Te Golden Goose” as told by Jacob and Wilhelm Grimm Great Expectations by by Charles Dickens Gulliver’s ravels by by Jonathan Swift “Hansel and Gretel” as told by Jacob and Wilhelm Grimm Heidi by by Johanna Spyri “Hush-a-byy Baby” as ad apted by John Newbery “Hush-a-b Kidnapped by by Robert Louis Stevenson
“Suo Gân” as adapted by Robert Bryan
Te Swiss Family Robinson by Robinson by Johann David W Te ale of Peter Rabbit by by Beatrix Potter Te Tree Musketeers by Alexandre Dumas om Tumb as Tumb as told by Richa rd Johnson reasure Isl and by by Robert Louis Stevenson
wenty Tousand Leag ues Under theSea by by Ju Sign up to vote on this title “winkle, “ winkle, winkle, Little Star” by Jane ayl Useful useful Not
Te Voyages of Doctor Dolittle by by Hugh Loftin
Te Wind in the Willows by by Kenneth Graham
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