SNEAK PEEK: THE SANDMAN by Ralph Fletcher

I have been long awaiting this new picture book, The Sandman by Ralph Fletcher. He is one of those authors that writes a variety of things--poetry, picture books, novels, writing books for kids) so I always look forward to a new one from him.

This is a totally different kind of book for this author. It is a kind of fantasy that explains the story of the Sandman--the one that sprinkles sand over children to help them sleep. A dragon's scale is the key to this magical sand! A great story that is a very satisfying read.

You can tell by the cover that the illustrations are quite fun--the cover has a bit of a sparkle and the inside illustrations are just as perfect for the story.

As always, Ralph Fletcher uses great language in his work. Lines like "Looking down, he saw a gleam of light at his feet. A dragon's scale!" and "A great wave of sleepiness came over him." are found throughout the book.

I like this book for lots of reasons. First of all, it is a great story to enjoy as the great story it is. For fans of Ralph Fletcher's work, this is a great addition to the stack that kids already love. From a writing perspective, this is a great model for children-- a believable fantasy that could easily serves as a mentor text for some students. As always, Ralph Fletcher has written a book that is amazing on many levels. A great new fantasy that you'll want to check out!

This book is scheduled to be released on May 27!

SNEAK PEEK: Keep your eye on this new author!

Amjed Qamar is the author of Beneath My Mother's Feet, a coming-of-age story set in modern-day Pakistan (reviewed here yesterday), which will be in stores on June 17. The book has received, and is very deserving of lots of early attention: a Kirkus starred review (May 15, 2008 issue), Junior Library Guild Selection (April-September 2008 catalog), a Book Sense nomination, and a Barnes and Noble Discover Great New Writers Pick (Fall 2008). How lucky for us that this rising star of an author lives in our very own community!

Tell us a little about your childhood in India and Columbus, Ohio.

I spent most of my childhood growing up in Columbus, OH. My parents immigrated from India when I was a baby. I attended school in Columbus during my elementary and middle school years and then went on to attend high school in Westerville when we moved there. I loved school and reading. I must admit I was a quiet child growing up and was more of listener than a talker.

How is your children's experience growing up in the U.S. different than yours was?

Interesting question. My children have a lot more opportunities than I did growing up. Mostly because I was limited in what I was allowed to do because my parents were quite protective. I never played sports or did after school activities; my children today are active in team sports, enjoy taking other classes, and doing things with their friends that I couldn't do at their age. Also, they have traveled around the world. Since the time my parents immigrated when I was a baby, I'd not been on a plane until after I got married. My kids have been on boats, planes, trains, rickshaws, horses, and camels!

What advice do you have for teachers with Muslim children in their classes?

This question was tough to answer because growing up as the only Muslim child in my most of classes, I can honestly say that I never had any issues in school or with the teachers. MY teachers were amazing, wonderful people. You have to understand I loved school and idolized my teachers. They were all supportive and I can't recall any instance where a teacher did not support me. On the flip side though, teachers are probably more aware that most issues that do arise, or any insecurities, or uncomfortable situations that come up generally involve your peers, friends, and fellow classmates. But I find that given today's climate, kids and people in general, especially in our community, are amazingly sensitive, aware, and open-minded.

Who were your female role models when you were growing up?

My mother was my biggest role model and influence. She struggled to raise five kids through a lot of adversity, economic issues, family issues, language barriers, her own education limitations, but she never gave up. She has been through a lot and she made me realize the importance of education.

Also my teachers, and yes, Oprah too. I watched that show nearly everyday after school since it came on. She was like the big sister I never had.

How typical in present-day India and Pakistan is your character Nazia's struggle to choose her future, rather than following the traditional path of an arranged marriage?

Most families in Nazia's situation just don't have the funds to send their daughters on to further their education. Generally, there are several kids in a family and the sons do get priority in this regard because they are the ones expected to gain employment and care for their families. As people pass on what they've learned from one generation to the next, and people are open to it, then the realization that educating women is vital does spread. Pakistanis are working hard to inform and educate people in this regard, opening more schools, creating more awareness, and generally providing more opportunities for women. Women who are educated in Pakistan hold high positions, are very successful in the fields of business, law, medicine, education, arts and media. When this success is filtered down to the less fortunate, then it has more wide-spread benefits. As a regular traveler to Pakistan, I have seen this first hand and am so proud!

Tell us the story of how this book came to be written and published.

This book took about a year to write, a year to edit, and it spent another year in line to be published. The story had been in my head for a very long time--I lived in Pakistan for five years, and I always seemed to remember the children the most. I saw such fortitude in their eyes, and such joy over the smallest things, and I wanted to honor that. I wanted to let the world know that in Pakistan I saw families who worked hard, women who were independent, and girls who were head strong. There females were capable, self-assured, and bold individuals living with dignity in a Muslim country, defying most western stereotypes and myths. If I conveyed even a small portion of this strength in Nazia, then I feel satisfied.

Can you give us a "sneak peek" of your next writing project?

The next book is set in the United States and deals with the balancing act some teens face when trying to align home life and high school.

SNEAK PEEK: Beneath My Mother's Feet

Beneath My Mother's Feet
by Amjed Qamar
Simon and Schuster
in bookstores June 17, 2008
Ages 12+
ARC provided by the author



We don't typically review YA books at A Year of Reading. We also don't typically meet authors of new and already highly-acclaimed books in the hallways of our school! When Amjed introduced herself to me and told me a little bit about her book, I knew I had to read it. I curled up on the couch with it on Mothers' Day and I was hooked immediately. It turned out a little ironic to read it on Mothers' Day (see review for details), but I am convinced that this book deserves every bit of praise it has already garnered. This is a book you must read, and Amjed Qamar is a new author to keep your eyes on.

Nazia is a modern-day Pakistani girl living in Gizri colony, a working class neighborhood in southern Karachi. She is 14 years old, loves school, and is promised in marriage to her cousin back in the village where her father's family lives. Nazia's mother is focused on preparing Nazia's dowry for her wedding, and Nazia's friends tease her for being "a good beti, a dutiful daughter." These traditional mother-daughter roles are soon put to the test when Nazia's father is injured in a construction accident and Nazia's mother takes her out of school to help earn money by cleaning houses.

Things go from bad to worse when Nazia's dowry is stolen, her father loses the rent money, and the family winds up homeless. This shift of fate gives Nazia (and the reader) the opportunity to meet strong and capable women whose lives expand her understanding of the power that women have, even in a culture that seems to be all about the fathers, uncles, and brothers.

Through it all, Nazia's mother works to keep her children with her and to keep Nazia's wedding on track. Nazia, in helping another servant child attempt to escape his fate, discovers the inner strength she needs to choose her own path as well.

This is a well-paced story filled with the sights, sounds, smells, and flavors of a variety of levels of status in modern Pakistani culture. However, Nazia's struggle to choose her own path in life is, at its core, the common story of every girl on the brink of her future, every girl who must break her mother's heart by choosing a way of her own and not the one her mother has hoped and planned for all her life.

Beneath My Mother's Feet has received much early acclaim:

• Kirkus starred review (May 15, 2008 issue)
• Junior Library Guild Selection (April-September 2008 catalog)
• Book Sense nomination
• Barnes and Noble Discover Great New Writers Pick (Fall 2008)

This is Amjed Qamar's first book. She lives in Dublin, Ohio with her husband and two children. Tomorrow, we will feature an interview with Amjed.

Sneak Peek Week

We had so much fun with Graphic Novel Week last week that we are going to do another theme this week:

Sneak Peek Week

The name says it all. New books and new authors every day this week.

Meme of Five

We've been tagged three times this week for The Meme of Five, but we couldn't fit it into Graphic Novel Week, so here are our fives. In lieu of tagging, we have included a bit of a roundup of the ones we've seen around the Kidlitosphere. If we missed one (especially if we missed yours) let us know!

1. The rules of the game get posted at the beginning.
2. Each player answers the questions about themselves.
3. At the end of the post, the player then tags five people and posts their names, then goes to their blogs and leaves them a comment, letting them know they’ve been tagged and asking them to read the player’s blog.
4. Let the person who tagged you know when you’ve posted your answer.

FRANKI'S FIVE:

What were you doing five years ago?
Of course, Mary Lee has a diary that tells her exactly what she was doing on this day 5 years ago. I will just have to try my best! 5 years ago, I was just finishing up my first year teaching at Eli Pinney--we opened the school that year and it was a great year of teaching and learning. We were also in the midst of the adoption process and were waiting to bring our youngest daughter home.

What are five things on your to-do list for today (not in any particular order)?
buy a few birthday and retirement gifts
get a few sets of handouts ready for summer work
pull a presentation together for this week
make cookie dough
laundry

What are five snacks you enjoy?
(I am going for the unhealthy ones--treatlike snacks)
My new favorite: DOVE Ice Cream Bars
chips and salsa
those really cheap vanilla cream cookies that you can by anywhere
DOTS
Doritos

What five things would you do if you were a billionaire?
(not in order of action folks!)
1. Buy books for kids and adults who don't have them and for children's hospitals
2. Put money into schools for girls in places where it is hard for girls to get an education
3. Do something to get rid of testing and punishment of schools for test scores..
4. Buy a house somewhere warm and calm
5. Hire a few people to live here (or close) to do the things I don't like to do (laundry, weeding the yard, etc.)

What are five of your bad habits?
1. I ask a lot of questions.
2. I overbook myself.
3. I don't exercise enough.
4. I eat junk food.
5. I make piles everywhere.

What are five places where you have lived?
(be careful--this may be just too exciting..)
1. Ohio--Youngstown
2. Ohio--Howland
3. Ohio--Bowling Green
4. Ohio--Hilliard
5. Ohio--Dublin


What are five jobs you’ve had?
1. Bob Evans hostess
2. Bob Evans waitress
3. Desk and Night Clerk (college)
4. worker at Hot Sam's Pretzels
5. TEACHER:-)


MARY LEE'S FIVE:

What were you doing five years ago?
Five years ago on May 16, my students were baking cookies (5 groups, 5 different recipes) for the "World Premiere" of their multi-media project "Social Issues in the World." (I know this because I have a 10-year diary that I've been keeping for 7 years now.)

What are five things on your to-do list for today (not in any particular order)?
1. Walk in the Race For the Cure. (It did NOT rain!)
2. Get gas. (Found some high test for under $4/gallon!)
3. Pick up watches. (7 got new batteries and one got a new band. I now have 17 working watches! And now you know one of my obsessions. Other women go for shoes. I go for watches.)
4. Pick up my new glasses.
5. Grading, grading, and more grading, then maybe start report cards?

What are five snacks you enjoy?
1. Potato chips. Especially with onion dip.
2. Cheetos.
3. Hubs peanuts.
4. Jeni's ice cream.
5. Pam's cheddar popcorn. (I also like grapes, apples, veggies, Bill's guacamole with corn chips, Cheezits, dark chocolate, peanut M&Ms, Chex Mix...well, you get the idea...)

What five things would you do if you were a billionaire?

1. Fully fund Ohio's Casting for Recovery program.
2. Buy enough lobbyists to get NCLB fixed or nixed.
3. Save the Arctic from oil drilling.
4. Travel.
5. Buy a house with enough shelves for all our books and enough wall space for all of our art.

What are five of your bad habits?
1. Procrastination.
2. Sloppy handwriting.
3. Taking laundry out of the dryer, laying it in a neat pile on top of the dryer, and then not folding and putting it away for a week.
4. Taking on yet another project.
5. Speaking before thinking.

What are five places where you have lived?
1. Burlington, CO
2. Denver, CO
3. Aachen, Germany (only six weeks, but that counts, doesn't it?)
4. Dallas, TX
5. Columbus, OH

What are five jobs you’ve had?
1. Babysitter
2. Lifeguard
3. Cashier at Ben Franklin's
4. Nanny
5. Teacher

OTHER FIVERS:

Wild Rose Reader
The Miss Rumphius Effect
Welcome to My Tweendom
Read. Imagine. Talk.
A Wrung Sponge
Big A little a
Check it Out
Greetings From Nowhere
HipWriterMama
jama rattigan's alphabet soup
Jen Robinson's Book Page
MotherReader
My Breakfast Platter
Read Write Believe
Read, Read, Read
Shelf Elf
The Reading Zone
Two Writing Teachers
Wizards Wireless

Graphic Novel Week--Learning to Read These Things

So, I have participated in Graphic Novel week because I think that these books are huge and important right now. I find them fascinating and I am pretty sure that we could do some amazing work with kids using these. I also think that this may be just the kind of book that those kids who have never bought into reading, may love.

But, I am not a reader of Graphic Novels. I have read a few--I am a huge Babymouse fan. I have read some great nonfiction GNs (To Dance: A Ballerina's Graphic Novel). But, really, I haven't stretched to many others. As I have been reading Mary Lee's reviews this week, I decided I needed to give them a better try. So I purchased HIKARU NO GO #1 after I read Mary Lee's review of it earlier this week. She said that three of her boys-who were very different readers-- were totally hooked. So I decided I had to see what made the series so addicting.

Well, I picked #1 in the series up last night and found that ML was right--it is Manga. It opens on the left side, you read from left to right, etc. Totally threw me. Wanted to take it back to the store immediately. I was talking to my friend and colleague Josie this morning--showing her the book, telling her how much I did not want to read it. We were trying to figure out why Mary Lee seemed to be able to read these, but we could not. (We know she is very smart but we thought that we should be able to figure out how to read books that her 4th graders were reading.) So, we emailed her to ask what her trick was. Here is what she said:

Slow down.
Read differently.
Spend time on the pictures.
Watch it like TV or a movie with subtitles.

Good advice, I must say. So, I tried again, listening to her advice. I think the "SLOW DOWN" and "SPEND TIME ON THE PICTURES" were the two things I was not doing. Slowing down is really not in my personality and I soon realized that I had just been speeding through the words and ignoring most of the pictures.

You will all be happy to know that I am now on page 41 of this book and am enjoying it a lot! There is really nothing about it that would have drawn me to it--but I put my mind to it and followed Mary Lee's advice. I think it was a turning point for me. I am pretty sure I am going to get through the book and I think I am going to like it. Then I think I will get through more Graphic Novels that are more complicated than the ones I have been reading.

I am writing this because I know there are a lot of us out there who are not yet comfortable with this medium. I am one of them. I am writing to share Mary Lee's brilliant advice--that seems very obvious, I know. And to tell you that it is worth doing. As adults, we get into reading the kinds of books we enjoy and are comfortable reading. As reading teachers, I always think that it is worth it to put ourselves in a position where our reading is hard--to experience what the kids often experience with new genres, etc. I think it is worth doing because it is a big thing and our students will be reading them. How can we recommend books and talk to our students about books that they love if we don't know them and have no experience with them? And people are talking about them and I hate to be left out of conversations about books!

But, what I am learning is that these books are pretty cool. A pretty interesting and different read. The most important thing I am learning is why people are so drawn to them. I am starting to understand and that is worth a post, I think!

I plan to add a few more titles with Mary Lee's guidance to my 48 Hour Read Stack!

Graphic Novel Week: New From Scholastic

Magic Pickle: The Original Graphic Novel!
by Scott Morse
Graphix, May 2008
already out in this series:
Magic Pickle and the Planet of the Grapes
Magic Pickle vs. the Egg Poacher

Dr. Jekyll Formaldehyde creates a superhero pickle who fights against the Brotherhood of the Evil Produce. Food puns abound and footies get fried off of pajamas. Kids who play with food and kids who believe that a magic pickle is operating out of a secret lab under their bedroom floor will enjoy this book.

(Detailed review here; Scott Morse's blog here.)

Knights of the Lunch Table: The Dodgeball Chronicles
by Frank Cammuso
Graphix, July 2008

Arthur King is the new kid at Camelot Middle School. His science teacher is Mr. Merlyn and he manages to open the "busted locker...that nobody can open. The one with the rhyming graffiti on it...this kid, Terry White, had that locker." A working knowledge of the Arthurian legend definitely adds to the fun of this book, but anyone who's been the new kid at school, the underdog up against bullies, or the victim of an evil school principal will celebrate the triumph of Artie and his new friends against the Horde and Mrs. Dagger. And you've gotta love a magical locker with a cute grin that produces sandwiches with the crusts cut off.

(Frank Cammuso's website here.)

Graphic Novel Week: Hikaru No Go

Hikaru No Go, Volumes 1-11
by Yumi Hotta
published by Viz Media

Three boys in my classroom are completely absorbed by this series. All three are very different readers. One is a very capable reader who, up until Hikaru had been plowing through the Warriors series at an amazing rate. He is an avid member of our school's chess club. Another, a good reader, has had a hard time finding and staying committed to books this year. He is a beginning member of our school's chess club. The third is one of my reading success stories for the year -- now a pretty good reader, but one who still needs the picture supports that a graphic novel offers. Hikaru No Go has been the right book(s) at the right time for all three boys in three very different ways.

Hikaru No Go ("Hikaru's Go") is a native manga series -- originally published in Japan, it reads right to left. In the story, Hikaru finds a bloodstained Go board in his grandfather's shed. (Go is an ancient Asian strategy game.) The spirit of an ancient Go master, Sai, who hasn't played Go in a really, really long time (not since he possessed a Go player back in the Edo period in Japan) inhabits Hikaru's mind. Hikaru doesn't know anything about Go and, in the beginning of the series, has no desire to learn. It's the perfect set-up for the reader to learn about Go right along with Hikaru. At first, Hikaru lets Sai play through him, but eventually, Hikaru becomes a good player on his own.

Besides reading the books, this trio has started playing Go every chance they get. They began on a 9x9 board (a grid) that one of them drew on paper, using "stones" that he cut from two colors of scratch paper. They have progressed to using the grid of a checkers board and the half-marbles that previously were used for Mancala. Rumor has it that one of them is getting a real Go board soon, and they are looking into playing Go online.

In writing workshop and in enrichment time, two of them have been working on a detailed report about Go, and the third has created a very basic beginner's guide to getting started in the game. As they teach their friends to play Go, they are bringing new readers to the series.

These books were in my classroom all year last year and they never caught on. They may never be quite the hit they've been this year for these readers. But they've more than paid their rent for their shelf space in my classroom!

Graphic Novel Week: Interview with Terry Thompson

Yesterday, we reviewed Terry Thompson's new professional book for teachers, ADVENTURES IN GRAPHICA: USING COMICS AND GRAPHIC NOVELS TO TEACH COMPREHENSION, 2-6. Today, we have an interview with the author about the book and his work in this area. Enjoy!


FRANKI: Are you a comic book/graphic novel reader yourself?

TERRY: I get asked this a lot, and the answer surprises many people. The common assumption is that I have stacks and stacks of comic books and that's all I ever read. Though I'm a huge fan of DC Comics' Nightwing and Green Lantern series, graphica is only a small slice of what I read. This mirrors the theme in my book about how comic books and graphic novels should supplement (not replace) the variety of literature our readers experience. Graphica shuffles into the "to be read stack" on my night stand about every 4th or 5th book.
When I read graphica, I have to admit that prefer graphic novels over comic books. Since I'm not one who can wait an entire month to find out what happened after the cliffhanger ending of an issue, when I do read comic books, I prefer to have all the issues of one story arch at the same time. Since lots of plot lines in comic books span several consecutive issues, I have to wait a few months before my stack of issues includes the entire story.

FRANKI: Tell us about the word GRAPHICA.

TERRY: Funny you should ask. A friend of mine jokes that I made it up! When he first saw the book, he wrote me an email and said, "Is graphica even a real wordica???" In actuality, graphica is a rarely used industry term that does, in fact, refer to the comic/graphic novel format. I chose to use it for the book, because I felt the medium really needed a more definitive word that encompassed all that it can offer. Because the term 'comics' can refer to comedians or comic strips in the funnies, and 'graphic novels' limits us to only one type of format within the medium, I brought the word graphica out of hiding to give us a common term for the medium as well as a mutual frame of reference for the literature it refers to.

FRANKI: When did you start seeing the value in using graphica?

TERRY: In chapter one, I tell the story of my experience with Bradley and how a single comic book that I picked up at the local comic book store literally transformed him as a reader right before my eyes. That was the moment that I realized I needed to learn more about the medium and what it could offer my students instructionally. Between that research and trying graphica with other struggling readers, it didn't take long for me to realize that I'd landed on a potential gold mine of literature that - before then - had never dawned on me as a way to support my teaching.

FRANKI: Do you find that most kids understand graphica more easily than many adults? Or are there students who have difficulty with it?

TERRY: Yes. And yes. I think that one of the aspects that draw kids to graphica is that it inhabits a childlike world of art work, movement, and themes. Since many of our kids are used to being stimulated visually (videos, games, computers), the format seems to speak to them in a way that traditional literature doesn't - and they take to it with relative ease. On the other hand, while most of the adults I've worked with embrace graphica as valuable, they admit that they don't always 'get it' - it's almost like how the kids are the only ones who can hear the reindeer bells in the Polar Express. Almost. With that being said, though, we have to remember that graphica is just like any other literature we offer our students. Most of our students will take to graphica, but some won't - and we need to allow for that. It's just like working with other genres and mediums. Kids are different and they take to various types of reading differently. Whether they're finding the artistic representations of meaning difficult to navigate or they simply have a preference for more traditional types of literature, there are kids out there who will have difficulty with graphica. And that's ok. We don't live in Stepford.

FRANKI: What are the biggest gains you've seen kids make when graphica is part of their reading?

TERRY: When kids read a lot of comics and graphic novels, I've noticed their ability to describe their mental images in clearer detail and in a way that better supports their ability to make meaning. Because the artwork is such a clear example of what good readers do when they visualize, the act of visualization on the part of readers of graphica appears more precise and fluid. I'm also noticing that these readers seem to be making gains in stamina. Since the illustrations support the text and the students are interested and motivated, they'll read for longer amounts of time than they might read traditional text. The effects seem to be playing out in that they have an increased endurance for reading - even when they're reading traditional texts. However, the biggest gains of all have been in students' increased levels of motivation to read. I've seen tons of passive readers become active about the task of reading - simply because they had a sincere desire to read the medium.

FRANKI: You talk a lot about transferring skills learned in comic books and graphic novels to other types of text. Can you explain this?

TERRY: Certainly. I call this 'translating the transfer' and, to me, this is the most valuable payoff that using graphica instructionally can offer. Teaching with comics and graphic novels offers visual representations of many of the invisible comprehension strategies we use when we read. For example I mentioned earlier that the artwork in the panels of a comic book can be a terrific example of what it means to visualize while reading. For many of our students, this is an 'in the head' process - but seeing the skill visually on the page, accompanied by the text, can ground this important but invisible comprehension strategy. As we use graphica to make the invisible act of comprehension visible, we can 'translate' for students how they can 'transfer' this learning back to traditional texts. Continuing with our example of visualization, I might remind a reader of graphica who's struggling to make mental images in a chapter book to try to imagine the reading like a comic book panel in her head. What colors would you see? What action would be happening? What characters are present? Who would be talking? What are they saying? How are they saying it? What types of onomatopoeia might be occurring? How will your mental image change as you continue through the text and create the next panel. In this way, graphica can serve as a scaffold to make comprehension strategies more tangible to our students who might otherwise struggle with them. All we have to do is show them how.

FRANKI: How do you suggest that teachers who are not readers of this type of text become comfortable with it?

TERRY: I think it is so important that teachers of reading be readers themselves. If we expect our students to read graphica (or any other genre or medium), then it is important that we have had experiences with it as well. In the same way that I'd propose that someone new to teaching poetry explore some more grown up offerings of the genre, I suggest that teachers new to graphica take some time to read selections that are more geared to seasoned readers. In this way, their processes of making meaning will be more authentic. Jumping in feet first and having a personal experience with graphica is an excellent way to get more comfortable with it. In no time at all, navigating the medium will be second nature to them - and this will only fortify their instructional use of it. To adults who are new to graphica, I often suggest the classics like Will Eisner's groundbreaking graphic novel A Contract With God or Art Spiegleman's two part graphic novel series Maus. Sid Jacobson's graphic adaptation of the 9/11 report is amazing, and several adults I've suggested it to have contacted me afterwards to tell me what a life changing experience it was for them (and it truly is amazing). Additionally, graphica is written in so many different genres that new readers might also do well to find a selection that matches their favorite like romance, memoir, science fiction, and - yes - even super heroes!

FRANKI: Have you learned anything new about the topic since you completed your book?

TERRY: In the book, I talk a lot about how motivated kids are to read graphica and how just making them available will create readers out of many of our resisters. As the manuscript went into the final copyediting phases, I settled on a new and important understanding that I wish I could have included in the book. I've noticed that, while that motivation to read comics is powerful, it can wane if students aren't introduced to graphica that meets them where they are. First impressions are everything. If readers are given a selection of graphica during their first encounter with the medium that is too challenging or doesn't fall within their zone of interest, some readers will decide immediately that comics are yet another type of text that they can't enjoy. This seems doubly difficult when the student was really looking forward to reading the medium. In these cases, the reader's excitement isn't enough. If we want to ride that wave of enthusiasm effectively, we have match students with graphica that is manageable for them and encourage them to monitor whether the selection is just right for them or it needs to be abandoned for a better choice. The popularity and nuance of being a graphic novel isn't enough. If we don't meet the reader's enthusiasm to take on graphica with appropriately matched selections, we may see that wave crash all too soon and its potential to make a difference lost to us unnecessarily.

Graphic Novel Week: ADVENTURES IN GRAPHICA by Terry Thompson

I just received my copy of ADVENTURES IN GRAPHICA: USING COMICS AND GRAPHIC NOVELS TO TEACH COMPREHENSION, 2-6 by Terry Thompson. I mentioned it a while back--looking forward to its release.

This is a much needed book--one I have been waiting for for a while.

One of my favorite lines in this new book is, "So, it all started with a struggling reader and a comic book, and I've been hooked ever since." Terry Thompson realized long before many of us, how to use graphic novels and comic books to meet the needs of all of his readers, especially those who struggle.

There is so much to love about this book. First of all, it is VERY comprehensive. Thompson includes everything from definitions of the types of graphica to classroom examples. This is by far, the most comprehensive book I have seen for teachers of reading on the topic. He has found ways to use graphica to teach so many important reading skills. He fits graphica into all components of the literacy block--guided reading, lit circles, shared reading and read aloud. He talks about the actual teaching and also gives ideas for making comics accessible to students and for helping keep them from getting wrinkled, ruined, etc.

Much of this book will help teachers use graphica with all of their students. But he does have specific tips and thoughts for working with boys, girls, and English Language Learners.

One of the things that I find the most powerful is the way that Thompson talks about comprehension with comics and graphic novels. He shares great ideas and strategies for using these to help students with higher level comprehension skills. Then he talks pretty specifically about how to use what they learn in this medium to transfer to other formats of text. He understands the draw of comics and how to use those well, but then to expand the learning to other types of text.

Another thing that makes this book so amazing is the resources that he helps us with. As an elementary teacher, and a non-graphica reader, it is hard for me to determine which books are appropriate for my elementary students. Thompson gives us many resources--websites, titles and publishers--that are appropriate for readers in grades 2-6. He also provides a selection guide to help teachers think through specific characteristics of this medium when selecting text for students.

Like I said earlier, this book is very comprehensive and I am thrilled to have it. This is an area that I have wanted to think more about lately. Before ADVENTURES IN GRAPHICA, I'd find a bit of info here and a bit more there, but I had trouble pulling it all together and figuring out how to best us these in my teaching. This book pulls it all together for me plus gives me so much more.

On a side note, rumor has it that this book is SOOO popular that it was seen on at least one runner at this year's Boston Marathon. See below: