1. BIBLIOGRAPHY
Lowell, Susan. 2000. Cindy Ellen: A Wild Western Cinderella. Ill. by Jane Manning. New York: Scholastic. ISBN 0439270065
2. PLOT SUMMARY
In this version of the Cinderella story, sweet Cindy Ellen’s father marries a petulant woman who has two daughters who are just as mean as she is. Of course, poor Cindy Ellen has to do all the chores around the ranch like mending fences and taking care of the animals while the stepsisters do nothing. When the rich cattle king decides to have a celebration, Cindy Ellen with the help of her fairy godmother and her own gumption steal the heart of the rancher’s son, Joe.
When the clock strikes midnight at the square dance, Cindy must rush home before the magic fades leaving behind one of her diamond spurs. In the days that followed, Joe searches the territory for his cowgirl. Finally, he finds Cindy Ellen and they ride off into the sunset together to live happily ever after.
Lowell also includes a note about western traditions as they relate to cowgirls at the end of the book.
3. CRITICAL ANALYSIS
Lowell’s southwestern version of the Cinderella story follows the basic storyline of a wicked stepmother, two mean stepsisters, hard work, a fairy godmother, and the “happily ever after” ending. However, she infuses so many western themes into the story that one can’t help but read it with a southern drawl.
Her fairy godmother like many women on the frontier is as tough as nails and of course Joe Prince, the rancher’s son is a handsome young cowboy with a belt buckle the size of Texas. With a bang of her six-shooter, the fairy godmother releases a cloud of fairy dust that changes squash into a stagecoach, cactus mice into horses, and a horned toad into a stagecoach guard. All of these elements of western lifestyle add to the entertainment value of this comical story.
Manning’s colorful illustrations also add to the fun atmosphere of the book. She draws the fairy godmother with an oversized sombrero and red-fringed gloves to match the red handkerchief around her neck. Cindy Ellen’s southwestern styled dress is enough to make any cowgirl a little jealous.
This enjoyable story of good winning out over evil is sure to amuse readers young and old.
4. REVIEW EXCERPTS
PUBLISHERS WEEKLY review: “Lowell… takes a fairy-tale heroine away from the hearth and gives her a home on the range and teaches readers a thing or two about moxie.”
KIRKUS review: "Bright, stylish.... Manning tricks out her characters in dazzling modern cowboy dress."
5. CONNECTIONS
A reader’s theater production of this story would be a great presentation to make during Texas Public Schools Week in March. Parents would love the altered version of the classic fairytale, and kids would love trying out their best twang when delivering their lines.
Students could create a western version of another popular tale such as Little Red Riding Hood or Snow White and the Seven Dwarfs to name a few.
Monday, September 29, 2008
Review: COUNT SILVERNOSE: A STORY FROM ITALY by Eric Kimmel
1. BIBLIOGRAPHY
Kimmel, Eric A., retold. 1996. Count Silvernose: A Story from Italy. Ill. by Omar Rayyan. New York: Holiday House. ISBN 0823412164
2. PLOT SUMMARY
This is a retelling of a classic Italian folktale as written in Italian Folktales by Italo Cavino. This is the story of three sisters. The two younger sisters are beautiful but foolish. The eldest, Assunta, makes up for her lack of beauty with her wit and courage.
When Count Silvernose rides up to their home and asks their mother for one of her daughters one by one the youngest leap at the chance to ride off with the strange gentleman. When the count comes back to report that both of her sisters are dead, Assunta decides to rescue her sisters or at least avenge their deaths. She wittingly fools the count and sends both young girls back home while beating Count Silvernose at his own game by thrusting him into the brimstone.
3. CRITICAL ANALYSIS
In Count Silvernose, Kimmel incorporates into the story the traditional washerwomen of 14th century Italy as the chore given to the sisters by the count was to wash twelve rooms full of dirty laundry. Also, the count’s silver nose is attributed to the fact that noblemen used to wear a gold or silver replacement whenever they would lose their nose during a sword fight. The illustrations by Rayyan also set the tone for the early Italian time period of the story. The beautiful sketches are reconstructions of sketches from a diPerugia’s 1504 sketchbook of Italy’s washerwomen. The ragged edges of the pages further the illusion that these are actually pages that have survived for hundreds of years.
The similarities between Count Silvernose and Blue Beard are unmistakable from the facial abnormality to the missing girls and right down to the key to the forbidden door. Older children will be better able to appreciate the ghastly story of the goblins in the brimstone and Assunta’s plan to deceive the count by removing her glass eye. Also, some of the illustrations may be somewhat frightening for very young children.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “Kimmel's smooth, richly detailed narrative differs significantly from the source cited, building on its basic framework and adding original interpretation and characterization.”
BOOKLIST review: “Perfect for convincing older children that picture books aren't just for preschoolers.”
5. CONNECTIONS
The detailed illustrations can be used to supplement a study of Italian art especially the color schemes and flowing lines.
The book lends itself very well to a compare/contrast study between Count Silvernose and Blue Beard.
Using stories from Italo Calvino’s Italian Folktales collection, students can create their own retelling of one of the folktales.
Kimmel, Eric A., retold. 1996. Count Silvernose: A Story from Italy. Ill. by Omar Rayyan. New York: Holiday House. ISBN 0823412164
2. PLOT SUMMARY
This is a retelling of a classic Italian folktale as written in Italian Folktales by Italo Cavino. This is the story of three sisters. The two younger sisters are beautiful but foolish. The eldest, Assunta, makes up for her lack of beauty with her wit and courage.
When Count Silvernose rides up to their home and asks their mother for one of her daughters one by one the youngest leap at the chance to ride off with the strange gentleman. When the count comes back to report that both of her sisters are dead, Assunta decides to rescue her sisters or at least avenge their deaths. She wittingly fools the count and sends both young girls back home while beating Count Silvernose at his own game by thrusting him into the brimstone.
3. CRITICAL ANALYSIS
In Count Silvernose, Kimmel incorporates into the story the traditional washerwomen of 14th century Italy as the chore given to the sisters by the count was to wash twelve rooms full of dirty laundry. Also, the count’s silver nose is attributed to the fact that noblemen used to wear a gold or silver replacement whenever they would lose their nose during a sword fight. The illustrations by Rayyan also set the tone for the early Italian time period of the story. The beautiful sketches are reconstructions of sketches from a diPerugia’s 1504 sketchbook of Italy’s washerwomen. The ragged edges of the pages further the illusion that these are actually pages that have survived for hundreds of years.
The similarities between Count Silvernose and Blue Beard are unmistakable from the facial abnormality to the missing girls and right down to the key to the forbidden door. Older children will be better able to appreciate the ghastly story of the goblins in the brimstone and Assunta’s plan to deceive the count by removing her glass eye. Also, some of the illustrations may be somewhat frightening for very young children.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “Kimmel's smooth, richly detailed narrative differs significantly from the source cited, building on its basic framework and adding original interpretation and characterization.”
BOOKLIST review: “Perfect for convincing older children that picture books aren't just for preschoolers.”
5. CONNECTIONS
The detailed illustrations can be used to supplement a study of Italian art especially the color schemes and flowing lines.
The book lends itself very well to a compare/contrast study between Count Silvernose and Blue Beard.
Using stories from Italo Calvino’s Italian Folktales collection, students can create their own retelling of one of the folktales.
Review: AND THE GREEN GRASS GREW ALL AROUND by Alvin Schwartz
1. BIBLIOGRAPHY
Schwartz, Alvin. 1992. And the Green Grass Grew All Around. Ill. by Sue Truesdell. New York: Harper Collins. ISBN 0060227575
2. PLOT SUMMARY
And the Green Grass Grew All Around is a collection of poems, rhymes, and chants that have their roots in childhood traditions, games, and songs. Schwartz organizes the contents by subject areas such as “Teases and Taunts,” “Fun and Games,” and “Animals and Insects” just to name a few. Of special interest are the notes included at the end of the book which give the reader additional information about the sources of the rhymes. In addition, he also provides the reader with background information relating to the history of folk poetry and how it has changed over the years.
3. CRITICAL ANALYSIS
This book is a delightful collection of childhood memories. Children and adults will get lost in the familiar rhymes and songs presented in a very visually pleasing manner. The large pages with rhymes spaced between the comical drawings by Sue Truesdell are quite inviting for readers, both young and old.
These are poems that are just asking to be read aloud and repeated often. The ordinary language used in them accounts for their popularity. They are easy to learn, fun to chant, and perfect for jump rope games, hand jives, and counting out.
Sue Truesdell’s cartoon drawings add to the hilarity of the subjects. The drawing of the principal and teacher being tied to a chair that accompanies every school child’s favorite “Mine eyes have seen the glory of the closing of the school…” is just one example of the laugh out loud moments in this book.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “A marvelous book that is sure to become a classic if children have any say in the matter.”
KIRKUS review: “It's hard to imagine a child who wouldn't greet this treasure trove with enthusiasm.”
5. CONNECTIONS
- Students could choose several of the rhymes they think are most popular and survey other students, school personnel, family and community members to find out which ones were popular years ago and how they may have changed over the years.
- Presenting some of the rhymes through performances at parent nights or at a local nursing home would also allow students to see how these rhymes have connected generations of people to one another.
- Children should be encouraged to make up their own versions of some of their favorites since one of the characteristics of oral poetry is to adapt it and pass it on.
- An interesting project for older children would be to research the origins of some of these rhymes especially those with social themes such as land ownership rights, labor unions, elections, and other historical events.
- My students really enjoyed trying to solve the riddles presented in chapter 10. So did I!
Schwartz, Alvin. 1992. And the Green Grass Grew All Around. Ill. by Sue Truesdell. New York: Harper Collins. ISBN 0060227575
2. PLOT SUMMARY
And the Green Grass Grew All Around is a collection of poems, rhymes, and chants that have their roots in childhood traditions, games, and songs. Schwartz organizes the contents by subject areas such as “Teases and Taunts,” “Fun and Games,” and “Animals and Insects” just to name a few. Of special interest are the notes included at the end of the book which give the reader additional information about the sources of the rhymes. In addition, he also provides the reader with background information relating to the history of folk poetry and how it has changed over the years.
3. CRITICAL ANALYSIS
This book is a delightful collection of childhood memories. Children and adults will get lost in the familiar rhymes and songs presented in a very visually pleasing manner. The large pages with rhymes spaced between the comical drawings by Sue Truesdell are quite inviting for readers, both young and old.
These are poems that are just asking to be read aloud and repeated often. The ordinary language used in them accounts for their popularity. They are easy to learn, fun to chant, and perfect for jump rope games, hand jives, and counting out.
Sue Truesdell’s cartoon drawings add to the hilarity of the subjects. The drawing of the principal and teacher being tied to a chair that accompanies every school child’s favorite “Mine eyes have seen the glory of the closing of the school…” is just one example of the laugh out loud moments in this book.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “A marvelous book that is sure to become a classic if children have any say in the matter.”
KIRKUS review: “It's hard to imagine a child who wouldn't greet this treasure trove with enthusiasm.”
5. CONNECTIONS
- Students could choose several of the rhymes they think are most popular and survey other students, school personnel, family and community members to find out which ones were popular years ago and how they may have changed over the years.
- Presenting some of the rhymes through performances at parent nights or at a local nursing home would also allow students to see how these rhymes have connected generations of people to one another.
- Children should be encouraged to make up their own versions of some of their favorites since one of the characteristics of oral poetry is to adapt it and pass it on.
- An interesting project for older children would be to research the origins of some of these rhymes especially those with social themes such as land ownership rights, labor unions, elections, and other historical events.
- My students really enjoyed trying to solve the riddles presented in chapter 10. So did I!
Monday, September 15, 2008
Review: A CALDECOTT CELEBRATION by Leonard S. Marcus
1. BIBLIOGRAPHY
Marcus, Leonard S. 1998. A Caldecott Celebration. New York: Walker and Company. ISBN 0802786561
2. PLOT SUMMARY
Marcus details the life and career of six Caldecott award winners. He has chosen one from each decade from the 1940s to the 1990s. He not only reveals the inner-workings of the artists’ award winning works but also provides the reader with background knowledge of each artist’s early career, the inspiration for their work, and insight into their thoughts on children’s literature and what it has meant to each of them.
3. CRITICAL ANALYSIS
A Caldecott Celebration provides readers with a behind-the-scenes view of how artists of children’s picture books create their wonderful works of art. By including the sketches of the artist’s first rough draft of their work, Marcus allows the reader to understand how intensely these artists must work to ultimately create the masterpieces we see when the book is finally published. He also includes photographs of the artists which help readers put a face with the name that is listed on the book beside “illustrated by.” To this end, children can see that these pictures did not appear by magic, but that actual human hands had to draw and color each one. He also details the various styles represented by each artist from Sendak’s use of india ink and tempera in Where the Wild Things Are to the bold use of watercolors by Wiesner in Tuesday.
The text of the book contains enough interesting information about each artist’s background to allow the reader to form a connection, but not so much as to become wearisome for children to read. Marcus also supplements his own narration with quotes from the artists allowing their thoughts and feelings to be revealed. Hopefully, aspiring artists will be able to catch the enthusiasm for illustration from the stories of these awesome artists.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “The large, attractive pages invite readers to savor the multitude of illustrations.”
PUBLISHER’S WEEKLY review: “With Marcus's sure hand guiding this tour, readers will find cause for celebration.”
5. CONNECTIONS
Students can be introduced to various art mediums through the examples provided in Marcus’s book inspiring them to create their own illustrations for their favorite stories.
After researching a recent Caldecott winner, students can create their own presentation about a chosen artist.
Marcus, Leonard S. 1998. A Caldecott Celebration. New York: Walker and Company. ISBN 0802786561
2. PLOT SUMMARY
Marcus details the life and career of six Caldecott award winners. He has chosen one from each decade from the 1940s to the 1990s. He not only reveals the inner-workings of the artists’ award winning works but also provides the reader with background knowledge of each artist’s early career, the inspiration for their work, and insight into their thoughts on children’s literature and what it has meant to each of them.
3. CRITICAL ANALYSIS
A Caldecott Celebration provides readers with a behind-the-scenes view of how artists of children’s picture books create their wonderful works of art. By including the sketches of the artist’s first rough draft of their work, Marcus allows the reader to understand how intensely these artists must work to ultimately create the masterpieces we see when the book is finally published. He also includes photographs of the artists which help readers put a face with the name that is listed on the book beside “illustrated by.” To this end, children can see that these pictures did not appear by magic, but that actual human hands had to draw and color each one. He also details the various styles represented by each artist from Sendak’s use of india ink and tempera in Where the Wild Things Are to the bold use of watercolors by Wiesner in Tuesday.
The text of the book contains enough interesting information about each artist’s background to allow the reader to form a connection, but not so much as to become wearisome for children to read. Marcus also supplements his own narration with quotes from the artists allowing their thoughts and feelings to be revealed. Hopefully, aspiring artists will be able to catch the enthusiasm for illustration from the stories of these awesome artists.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “The large, attractive pages invite readers to savor the multitude of illustrations.”
PUBLISHER’S WEEKLY review: “With Marcus's sure hand guiding this tour, readers will find cause for celebration.”
5. CONNECTIONS
Students can be introduced to various art mediums through the examples provided in Marcus’s book inspiring them to create their own illustrations for their favorite stories.
After researching a recent Caldecott winner, students can create their own presentation about a chosen artist.
Sunday, September 14, 2008
Review: EDWINA, THE DINOSAUR WHO DIDN'T KNOW SHE WAS EXTINCT by Mo Willems
1. BIBLIOGRAPHY
Willems, Mo. 2006. Edwina, The Dinosaur Who Didn’t Know She Was Extinct. New York: Hyperion. ISBN 0786837489
2. PLOT SUMMARY
Willems tells the delightful story of Edwina, a friendly dinosaur loved by all the people in town, except one. Even though she plays with the children, helps the citizens, and bakes chocolate-chip cookies for everyone, Reginald Von Hoobie-Doobie, the town know-it-all, did not like Edwina. He decided to make it his mission to prove that all dinosaurs, including Edwina, were extinct. In the end, the only one who will listen to him is Edwina herself. The story ends with Edwina realizing that she is extinct and both Edwina and Reginald decide they just don’t care.
3. CRITICAL ANALYSIS
The characters in the book are drawn in cartoon format in pastel colors. Willems also throws in some smaller cartoon drawings in black and white to illustrate intermediate actions that are taking place throughout the story. Edwina is drawn as an especially lovable dinosaur complete with a straw hat with a flowing pink ribbon, pearls, a handbag, and perfectly-polished, pink nails.
Willems inclusion of the pigeons adds to the humor of the illustrations especially when everyone has left the park except Reginald and one lonely pigeon. The simplicity in the drawings appeals to young children and the expressiveness of the characters adds enjoyment to the story. When Reginald finally gives up and joins Edwina for chocolate-chip cookies, it is the classic “if you can’t beat ‘em, then you may as well join ‘em” ending.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “Willems’s expressive cartoon style makes the most of his fabled ability with line.”
BOOKLIST review: “Consider this an enjoyable visit to a happy community that has no room for curmudgeons.”
5. CONNECTIONS
Edwina, The Dinosaur Who Didn't Know She Was Extinct could be used as part of a dinosaur unit. It provides a fun way to talk about the meaning of extinct.
Other books illustrated by Mo Willems:
Willems, Mo. The Pigeon Wants a Puppy. ISBN 1423109600
Willems, Mo. Knuffle Bunny: A Cautionary Tale. ISBN 0786818700
Willems, Mo. I Will Surprise My Friend. ISBN 1423109627
Willems, Mo. 2006. Edwina, The Dinosaur Who Didn’t Know She Was Extinct. New York: Hyperion. ISBN 0786837489
2. PLOT SUMMARY
Willems tells the delightful story of Edwina, a friendly dinosaur loved by all the people in town, except one. Even though she plays with the children, helps the citizens, and bakes chocolate-chip cookies for everyone, Reginald Von Hoobie-Doobie, the town know-it-all, did not like Edwina. He decided to make it his mission to prove that all dinosaurs, including Edwina, were extinct. In the end, the only one who will listen to him is Edwina herself. The story ends with Edwina realizing that she is extinct and both Edwina and Reginald decide they just don’t care.
3. CRITICAL ANALYSIS
The characters in the book are drawn in cartoon format in pastel colors. Willems also throws in some smaller cartoon drawings in black and white to illustrate intermediate actions that are taking place throughout the story. Edwina is drawn as an especially lovable dinosaur complete with a straw hat with a flowing pink ribbon, pearls, a handbag, and perfectly-polished, pink nails.
Willems inclusion of the pigeons adds to the humor of the illustrations especially when everyone has left the park except Reginald and one lonely pigeon. The simplicity in the drawings appeals to young children and the expressiveness of the characters adds enjoyment to the story. When Reginald finally gives up and joins Edwina for chocolate-chip cookies, it is the classic “if you can’t beat ‘em, then you may as well join ‘em” ending.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “Willems’s expressive cartoon style makes the most of his fabled ability with line.”
BOOKLIST review: “Consider this an enjoyable visit to a happy community that has no room for curmudgeons.”
5. CONNECTIONS
Edwina, The Dinosaur Who Didn't Know She Was Extinct could be used as part of a dinosaur unit. It provides a fun way to talk about the meaning of extinct.
Other books illustrated by Mo Willems:
Willems, Mo. The Pigeon Wants a Puppy. ISBN 1423109600
Willems, Mo. Knuffle Bunny: A Cautionary Tale. ISBN 0786818700
Willems, Mo. I Will Surprise My Friend. ISBN 1423109627
Review: MY FRIEND RABBIT by Eric Rohmann
1. BIBLIOGRAPHY
Rohmann, Eric. 2002. My Friend Rabbit. New York: Roaring Brook. ISBN 031236752X
2. PLOT SUMMARY
When Mouse allows his mischievous friend Rabbit to play with his new airplane, it gets stuck in a tree. The resourceful Rabbit calls upon the help of several animal friends to help rescue the plane. However, the plan only leads to more trouble when the animals tumble down on top of each other during the rescue mission. In the end, the two friends, Rabbit and Mouse, set off for adventure again, and once again trouble follows.
3. CRITICAL ANALYSIS
Rohmann’s simple, colorful illustrations of the animals in this book reflect the expression and action of the story. From the worried look on the two friends faces when the plane first gets stuck, through the confused expressions of the animals being carried in, to the angry faces of those same animals after they have fallen, Rohmann actively engages the reader in this funny story of a well-intentioned Rabbit and his very patient, loyal friend, Mouse.
The bold outline of each page and dark lines that outline the illustrations provide a framework of contrast which further enhances the boldness of the illustrations. The dark dotted path of the airplane as it heads into the tree demonstrates the haphazardness of Rabbit’s actions further underscoring the fact that “whatever he does, wherever he goes, trouble follows.”
The story itself has the element of repetition for youngsters to connect the beginning to the end. The pages on which there are no words allow children to use their imaginations to infer what is happening and talk about the action in their own language.
Overall, Rohmann tells a beautiful story about the friendship between the impulsive Rabbit and his patient friend, Mouse. It shows a wonderful example of how a successful friendship is based on loyalty and forgiveness.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “The double-page, hand-colored relief prints with heavy black outlines are magnificent… The text is minimal; it's the illustrations that are the draw here.”
BOOKLIST review: “Tremendous physical humor delivers a gentle lesson about accepting friends as they are.”
5. CONNECTIONS
My Friend Rabbit can be used to help young children develop language skills by allowing them the opportunity to “fill in the blanks” and talk about the actions and feelings of the animals. In fact, this book has quickly become the new favorite of my two year old as he loves to describe the pictures and add his own words to the wordless pages.
The book lends itself to many lessons on good character such as; patience (Mouse sticks with his friend through the troubles), responsibility (Rabbit takes the responsibility for getting the plane done), and loyalty (Mouse rescues Rabbit from the angry animals).
Rohmann, Eric. 2002. My Friend Rabbit. New York: Roaring Brook. ISBN 031236752X
2. PLOT SUMMARY
When Mouse allows his mischievous friend Rabbit to play with his new airplane, it gets stuck in a tree. The resourceful Rabbit calls upon the help of several animal friends to help rescue the plane. However, the plan only leads to more trouble when the animals tumble down on top of each other during the rescue mission. In the end, the two friends, Rabbit and Mouse, set off for adventure again, and once again trouble follows.
3. CRITICAL ANALYSIS
Rohmann’s simple, colorful illustrations of the animals in this book reflect the expression and action of the story. From the worried look on the two friends faces when the plane first gets stuck, through the confused expressions of the animals being carried in, to the angry faces of those same animals after they have fallen, Rohmann actively engages the reader in this funny story of a well-intentioned Rabbit and his very patient, loyal friend, Mouse.
The bold outline of each page and dark lines that outline the illustrations provide a framework of contrast which further enhances the boldness of the illustrations. The dark dotted path of the airplane as it heads into the tree demonstrates the haphazardness of Rabbit’s actions further underscoring the fact that “whatever he does, wherever he goes, trouble follows.”
The story itself has the element of repetition for youngsters to connect the beginning to the end. The pages on which there are no words allow children to use their imaginations to infer what is happening and talk about the action in their own language.
Overall, Rohmann tells a beautiful story about the friendship between the impulsive Rabbit and his patient friend, Mouse. It shows a wonderful example of how a successful friendship is based on loyalty and forgiveness.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “The double-page, hand-colored relief prints with heavy black outlines are magnificent… The text is minimal; it's the illustrations that are the draw here.”
BOOKLIST review: “Tremendous physical humor delivers a gentle lesson about accepting friends as they are.”
5. CONNECTIONS
My Friend Rabbit can be used to help young children develop language skills by allowing them the opportunity to “fill in the blanks” and talk about the actions and feelings of the animals. In fact, this book has quickly become the new favorite of my two year old as he loves to describe the pictures and add his own words to the wordless pages.
The book lends itself to many lessons on good character such as; patience (Mouse sticks with his friend through the troubles), responsibility (Rabbit takes the responsibility for getting the plane done), and loyalty (Mouse rescues Rabbit from the angry animals).
Tuesday, September 2, 2008
Introduction
Hello! The purpose of this blog is to post reviews of various children's books to fulfill the requirements of a graduate class I am taking. I am currently working on my master's degree in library science at Texas Woman's University. Over the course of the semester, I will post my reviews here.
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