Between These Pages

As we enter the second month of the year, I’m offering up second books: sequels and second in series installments!  Sometimes I’m able to review several books in a series right away, but more frequently, I do the first book and then at some point in the future, I’ll add another.

So why bother?  If you’ve read one, you’ve read them all, right?  Well, not exactly. Sometimes a series is remarkably consistent in regards to content, but other times, as a series progresses, so does the content become more appropriate for older or more mature readers.

Sometimes a series gives you a false sense of security as a parent or teacher, because you’ve screened the first book and it seemed in line with what you felt was appropriate for you child and because of that, you felt comfortable that your child could continue with the series, when really, that might not be the best option.

By way of example, read the review for Bewitching Season.  It had very tween appropriate romance and seemed like a good choice for girls who want to read about love with none of the racy bits.  It’s sequel, Betraying Season goes well beyond kisses, with much discussion of virginity and some on-screen hot and heavy action, with skirts being raised and thighs and breasts being fondled.  For readers of a certain age, this difference won’t matter one bit.  But for others, the sequel is certainly not what is expected.

So what can you do if a series is inconsistent in its content?

• Wait – you can ask your young reader to hold off on the whole series until the content of all of the books is a match for their maturity.
• Ration the reading – In cases of major series books like Harry Potter, you could try having them read one a year, going slowly over time.  This can be really hard to do if the series is currently very popular with your child’s peers, but remember you are the adult, and your guidance and limit setting is important and appropriate for children.
• Take it one book at a time – Let your student or child read the books in the series that are appropriate and then stop before you hit the point where they are not.

No matter what you chose, it’s important that you be there to discuss the content with your child if they feel the need.

So this month, I’ll be taking on the sequels to several books I’ve reviewed previously.  I expect some of them will continue as they began – when I review the second book in the 26 Fairmount Avenue series, I’m confident it will be quite similar to the first.  But others I already know will be quite different from their predecessor, like the sequel to Goose Girl which is much darker in tone and mature in content.

So let’s give some series books a second look…

My former students, several of whom were bilingual, felt pretty strongly that Gung Hay Fat Choy was not the proper way of saying Happy New Year, but I no longer have them as consultants, so I’m going to have to go with what the web-at-large says.

Should you need to be reading the best books ever for this holiday (also great choices for my January advanced books for little readers) then you are clearly looking for Grace Lin’s Pacy Lin series!

Year of the Dog

Year of the Rat

Dumpling Days

Junie B. Jones and the Stupid Smelly Bus (Junie B. Jones, No. 1) by Barbara Park

This book is a Guided Reading Level: M. It is a DRA equivalent 28.
I would consider this to be on-level for readers entering Grade 3.

The Junie B. Jones series is (or was at least) wildly popular.  It is also one of those seemingly infinite series where kids can basically just opt to never read anything else ever again.  I’d never read one myself, but they moved like hotcakes in my classroom and I kept a vast supply of them on hand.

A few minutes into reading, I found myself vaguely annoyed.  Junie B is almost six and about to start Kindergarten, but she speaks little kid talk.  This is something I suspect many people find endearing.  “‘Cause I never rided on a bus before,” thinks Junie B.  “Yeah, only where’s it goin’ to,” asks Junie B.  I get it.  Some kids don’t speak using proper grammar.  It’s a thing.  But it does drive me a bit batty for kids to read something that is continually modeling the wrong way to talk with no real purpose beyond cutesy-wootsy style.

Junie B (don’t forget the B, if you forget the B, she gets really mad) likes to get her own way.  Like many Kindergarteners, she finds the world to be confusing and frustrating at times.  Her main coping mechanisms appear to be a) deciding to hate things b)yelling loudly and c)avoidance.

In fact, Junie B is so set on avoiding the dreaded “stupid smelly bus” that she hides after school and finds herself alone in a surprisingly abandoned school building.  She enjoys quite an adventure until a bathroom emergency (as in, she has to use one and all of the doors are locked) forces her out of the building and spoils her fun.

Books like this where kids get up to mischief and are generally annoying are often really well liked.  Personally, I don’t get the appeal of them.  I feel bad about it.  I don’t even really like Ramona Quimby.  I never could understand why she couldn’t behave!

I certainly wouldn’t anti-recommend the series on the basis of my personal feelings, but if you and your child don’t enjoy this type of character, give it a miss.

Verdict: Junie B. Jones has a very simple plot and simple repetitive vocabulary.  Despite being on a third grade reading level, the character is of Kindergarten age and therefore in situations that a younger child would be more likely to relate to.  Advanced readers in lower grades might do well with this book.

Sex, Nudity, Dating – None.
Profanity – “stupid,” “smelly,” “dumb,”
Death, Violence and Gore – Junie figures she could beat up a little boy that seems shy. This fact is repeated throughout the book.  At one point she shakes her fist at him. A girl mentions that her brother is no longer allowed to beat kids up at recess.  Junie is concerned that if the bus door closes on you, it would cut you in half.
Drugs, Alcohol and Smoking – None.
Frightening or Intense Things – None.

Most of the time here at Between These Pages, I focus on the content of a book, sharing with you anything that I think parents and teachers should know about when making informed decisions regarding what is appropriate for children to read.  Today, I’m going to share some thoughts on picking just right books – the books that are at an appropriate reading level for your children.

Helping your reader select the right book can be one the biggest challenges out there, especially when your child isn’t reading the same things as everyone else. So how can you tell when a challenging book crosses over into too challenging? There are things you can do as a parent to help your child make the best possible choices.

Grades K-1

Some children have a natural facility with words. When they see a word, even one you consider very challenging, they can pronounce it with little hesitation. When reading aloud, they flow through the pages fluently. It is easy to assume that because the reading sounds terrific, that the student is successfully reading the book. But it is important to dig deeper! Exceptional pronunciation and identification of words is a valuable tool, but it is just one component of reading.

Before Reading:

Before reading, have your child check to see if they think the book will be just right.

1. Ask for predictions about what might happen in the story. Predictions should make some type of logical sense based on the illustrations, title, any additional text that is visible, as well as your child’s experience with that genre, author or type of character. Example: In making a prediction about Don’t Let the Pigeon Stay Up Late!, a child who has read Don’t Let the Pigeon Drive the Bus! should make predictions that the pigeon will beg you to let him do something and that you’ll have to say “no” a lot.
   
2. Have your child try to read a page aloud to you. If there are more than 5 unknown words, this book is too hard!  Unknown words are words that either your child can’t read or can read but can’t understand.

During Reading:

1. Keep checking for those unknown words! If your child is stumbling so often that he is unsure of what is happening in the story, it may be time to put the book aside for later.
2. Ask questions about what is happening in the book. Students should be able to give you a summary in their own words. But true understanding will go beyond summarizing. Students should be able to make predictions about what they think will happen next. They will be able to make connections to other books or events happening in the world. Students should be able to pose questions about parts that confuse them or make them curious.

After reading:

Begin by having your child tell the story back to you (for advanced readers who are reading chapter books this can be done after each chapter or every few chapters).  During this discussion check for understanding, pay particular attention to warning signs that your child does not understand the book.

Signs that your child may not fully understand:

1. The child cannot retell the story or leaves out main events (especially watch  out for those who just retell the ending).
2. Your child refers to main characters as “him, her or it” rather than by the names used in the story.
3. Your child cannot give you more information if prompted or answer questions about the story.

Good readers often progress quickly, especially once in a formal education setting.  Just because a book is too hard now, doesn’t mean it will still be too hard in a month or two!  Remind your children that the book will be waiting for them when they are ready.  If a book is especially interesting and the content and plot are age appropriate, offer your services as a reading buddy!

For Review This Month – I’ll be reviewing some books that should be appropriate for advanced Kindergarten and First Grade readers.  It can be hard to find chapter books that appeal and are age appropriate so I’ll be going through ones that usually pop into my head to recommend and seeing if they really are just right for the advanced reading crowd.