Module 2 All-of-a-Kind Family

Taylor, Sydney. ( 1951).  All-of-a-Kind Family.  New York:  Bantam Doubleday Dell.

Summary

All-of-a-Kind Family by Sydney Taylor is set in the year 1912 in the lower East side of New York.  It describes the daily life and adventures of a family of five daughters, a mother, and father.  The family is Jewish, and lives in a predominantly Jewish neighborhood.   The reader is exposed to many Jewish holidays and traditions in this setting.  The book’s individual chapters consist of events such as a lost library book, the dullness of doing chores, a daughter’s bad mood, and visiting their father’s junk shop.   The girls have Scarlet Fever in one chapter, and the house must be quarantined.  The book has one story line that extends throughout the chapters.  A friend of the family, Charlie, is missing a woman he was once in love with and he looks for her constantly.  At the end of the story, the girls’ favorite ‘library lady’ visits the family, and she turns out to be Charlie’s lost love.  The book ends with the mother giving birth to a son, and the father being thrilled to have a son after having five daughters.

My Impression

All-of-a-Kind Family is the type of book I would have devoured when I was 8 or 9 years old.  It gives a glimpse not only into history -1912- but also into a different culture, an observant Jewish family.  Although this book was written in the 1950s, I think that because it was historical fiction when it was written, it does not become dated.   The one thing that did bother me a bit was the father’s reaction to finally having a son after having five daughters.  The father was thrilled, as was the whole community, and it was openly stated that it was so wonderful to finally have a son.  However, this would have been a realistic reaction in the culture and time period.  I think this was a wonderful book, both entertaining and educational.   It was the first of a series, and four other books follow.   I did not have this book in my library, and had to borrow it from my mentor’s library.  Her library has been open for about 15 years, and she commented when she gave it to me that she didn't think anyone had ever checked it out in 15 years.  While I think it is a worthwhile read, I can see where it might not appeal to today’s children.  I might suggest she display it, perhaps near the American Girl Series, to increase interest.

Library Usage

Each chapter of this book tells a short story.  There is one chapter that discusses the Jewish holiday Purim and how the family celebrates it.  Reading this chapter aloud could provide information on other cultures.  Students could then compare some of the elements of Purim, such as dressing up in costumes, to other traditions that are similar, such as dressing up at Halloween.  A Venn diagram could be used to compare Purim to a more known holiday.  Reading a chapter of the book might also result in some students wanting to read the entire book themselves.

Reviews

Written in the early 1950s and set at the turn of-the century in New York City's Lower East Side, Sydney Taylor's All-of-a-Kind books remain a staple with readers who enjoy building long, comfortable relationships with fictional families. The events these five children encounter are definitely domestic in nature—a lost library book, a family-sized bout with Scarlet Fever—right up to the satisfying, if highly unlikely, reunion of two young lovers parted by misfortune.

Hearn, M. (2001). Toto, I've a Feeling We're Not in Kansas City Anymore...or Detroit...or
         Washington DC!. Horn Book Magazine, 77(1), 16-34.

Gr 3-6-Five young sisters experience life in New York’s Lower East Side at the beginning of the 20th century in this reading of Sydney Taylor’s story (Follett, 1951). The close-knit group encounters everyday realities such as boring chores, missing library books, and trips to the Rivington Street market, as well as those details which bring the early 1900′s to life–scarlet fever, peddlers, and bathing at Coney Island. Woven into the story are the traditions and holidays of the Jewish religion. The girls celebrate the Sabbath with Hebrew prayers, and dress up for Purim so they can deliver baskets to friends and relatives. Suzanne Toren delivers flawless narration, using different accents to distinguish between characters of various cultures and backgrounds. Her intonations and pacing ably reflect the actions and emotions of the characters and fully convey the warmth and humor of the story. This excellent audiobook will find an eager audience in schools and public libraries which need materials reflecting the Jewish culture or serve children who enjoy family stories such as Little Women and Little House on the Prairie.- (Paula L. Setser, School Library Journal, 2001)

Setser, P. L., & Mandell, P. (2001). Multimedia Review: AUDIO. School Library  Journal,          47(2), 66.

Module 2 - The Snowy Day

Keats, Ezra Jack. (1962). The Snowy Day. New York:  Puffin Books.

Summary

A young boy wakes up one morning to snow outside his window.  He quickly goes outside to explore and play.  He makes different tracks in the snow with his feet and a stick.  He also makes snowmen and snow angels.  He attempts to join a snowball fight with a group of older boys, but realizes he is not old enough yet.  In an effort to savor his day, the boy puts a snowball in his pocket to save.  After returning home to his mother, and a warm bath, he discovers his snowball is gone!  A wet spot can be seen on the pocket.  After dreaming that the sun melts the snow, the boy is relieved to wake the next morning to more snow.  The story ends with the boy calling his neighbor friend to go out into the snow with him.

My impression

This book is a wonderful picture book of realistic fiction for young children.  Those that live in places with snow will relate to Peter's experiences.  Other children, who have not played in snow, will experience snow through Peter's activities.  Children will relate to Peter's adventures, as they see him not only have fun, but also encounter some older boys who hit him with a snowball.  Keats wrote this book in 1962, and it is worth noting that he wanted to write books that had minority children as the main characters.  I can't help but think that it must have been a breakthrough book in 1962, and how wonderful it was for black boys in that time period to read a book with a character similar to themselves.  Even today, the book remains popular and is timeless.  This was the first book of many about Peter, his family, and friends.  Keats was awarded the Caldcott Medal in 1963 for the illustrations in this book.

Library Uses

This is a great book to use for introducing the winter season. The section with the melted snowball is a great way to talk about states of matter.  Most children will know that the snowball melted, and will enjoy feeling just a little bit smarter than Peter.

I would also use this book for a sequencing lesson.  After reading the book, I would have events in the book listed on sentence strips.  (For children not yet reading, pictures could be used.)  Students could then work together to put the events in the order that they occurred in the book

Reviews

Fiction: PS Because of the boldness of Keats's graphic images, this classic story about a small boy experiencing the joys of a snowy day works well as a board book. The shiny pages even enhance the effect of the collagelike art. Nevertheless, the story seems better suited to a picture-book audience. Horn Rating: Recommended, satisfactory in style, content, and/or illustration.

Brabander, J. M. (2011). The Snowy Day. Horn Book Magazine, 87(6), 138.

Module 1 - The Rainbow Fish

Pfister, Marcus. (1992). The Rainbow Fish.  North-South Books, New York.

Summary

A beautiful, colorful fish - Rainbow Fish - loves to swim around and be admired for his beauty.  When he is asked to share one of his beautiful scales by another fish, he refuses.  How could he part with something that provides him with so much joy?  His refusal to share quickly spreads amongst the other fish, and Rainbow Fish finds himself alone and ignored.  He visits a wise octopus for advice on how to best handle the situation.  He is told by the octopus to give away his scales to the other fish.  Rainbow Fish is hesitant, but begins by giving one scale away.  He experiences such joy in making another fish happy, he soon gives away all his scales.  He is no longer the most beautiful fish, but through sharing, he has made many friends and found happiness.

My impression

I think this book is a great example of didacticism.  While the lesson of sharing and finding happiness is wonderful, it seems the lesson is the primary focus of the book, and not the story.   (One part of the story does not seem like a positive message to me.  The fish that is refused a scale proceeds to tell all the other fish about it, and Rainbow Fish is then ostracized.  Is that appropriate modeling for children?)  While doing research on this book, I discovered that some people consider it to be a child version of The Communist Manifesto. Should everyone have the same things?  Do we expect our children to share everything they have?  Personally, I think children are drawn to the book more for the illustrations than the story, so we probably don't have to worry too much about this book shaping their political views.  
The illustrations are colorful, and what child could resist the different texture of the scales?  In my opinion, adults are buying the book for the 'good' lesson, and children love the book more for the illustrations than the story.  There are now six books in this series, and products for Rainbow fish include toys, clothing, and more.  Certainly, this book is a marketing success.  While I don't think it is a great story, I cannot dislike a book that so many children find enjoyable, whatever their reasons. 

Library Usage

Younger students could be asked to make a list or draw pictures of things they are willing to share with others.  Discussion might involve whether it is acceptable to not share some things that you value.  In addition, art work could be done to create a Rainbow Fish.

Reviews

Despite some jazzy special effects achieved with shimmery holographs, this cautionary tale about selfishness and vanity has trouble staying afloat. Rainbow Fish, ``the most beautiful fish in the entire ocean,'' refuses to share his prized iridescent scales--which, indeed, flash and sparkle like prisms as each page is turned. When his greed leaves him without friends or admirers, the lonely fish seeks advice from the wise octopus, who counsels him to give away his beauty and ``discover how to be happy.'' The translation from the original German text doesn't enhance the story's predictable plot, and lapses into somewhat vague descriptions: after sharing a single scale, ``a rather peculiar feeling came over Rainbow Fish.'' Deep purples, blues and greens bleed together in Pfister's liquid watercolors; unfortunately, the watery effect is abruptly interrupted by a few stark white, text-only pages. Ages 4-8.

Roback, D., & Donahue, R. (1992). Forecasts: Children's books. Publishers Weekly,
       23(48),  70.

PreS-Gr 1-- Children will be immediately drawn to this book that features an iridescent, metallic-looking main character whose ``scales were every shade of blue and green and purple, with sparkling silver scales among them.'' Adult suspicions of the gimmick overwhelming the story quickly fade as the plot unfolds: none of the other fish will have anything to do with the Rainbow Fish, who always swims by superciliously and refuses to give away any of his special garb. He is lonely and without admirers until a wise female octopus advises him to give away his scales. Rainbow Fish then discovers that sharing brings happiness and acceptance. The delicate watercolors of underwater scenes are a perfect foil to the glittering scales that eventually form a part of each fish's exterior. This is certainly a story written to convey a message, but in its simplicity, it recalls the best of Lionni. Besides, what three-year-old doesn't need reinforcement about sharing?

Fader, E. (1992). Book review: Preschool & primary. School Library Journal, 38(11), 75.