Shelf-Esteem. Sandra Kitain. Neal-Schuman Publishers, Inc.

Transcription

1 Shelf-Esteem Sandra Kitain Neal-Schuman Publishers, Inc. New York London

2 Published by Neal-Schuman Publishers, Inc. 100 William St., Suite 2004 New York, NY Copyright 2008 by Neal-Schuman Publishers, Inc. All rights reserved. Reproduction of this book, in whole or in part, without written permission of the publisher, is prohibited. Printed and bound in the United States of America. The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences Permanence of Paper for Printed Library Materials, ANSI Z Library of Congress Cataloging-in-Publication Data Kitain, Sandra. Shelf-esteem / Sandra Kitain. p. cm. Includes bibliographical references and indexes. ISBN (alk. paper) 1. Book talks United States. 2. Self-esteem Juvenile literature Bibliography. 3. Social problems Juvenile literature Bibliography. 4. Elementary school libraries Activity programs United States. 5. Children s libraries Activity programs United States. 6. Children Books and reading United States. 7. Reading promotion. I. Title. Z K dc

3 To my grown-up children, Marshall and Lara, who inspire me; to my husband Howard, who believes in me; and to my mother, who read to me and ignited my lifelong love affair with books

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5 Contents Preface Acknowledgments List of Shelf-Esteem Titles, Authors, and Illustrators vii xi xiii Part I: Shelf-Esteem Handbook 1 Chapter 1: Self-Confidence 3 Chapter 2: Friendship 17 Chapter 3: Bravery 35 Chapter 4: Courage 43 Chapter 5: Emotions 49 Chapter 6: Moving 63 Chapter 7: New Sibling 71 Chapter 8: Multiculturalism 77 Chapter 9: Physical Challenges 83 Chapter 10: Bullies 91 Chapter 11: Alcoholism 99 Chapter 12: Illness and Death 107 Chapter 13: Fires and Homelessness 117 Chapter 14: Divorce 125 Chapter 15: Separation Anxiety 131 Part II: Shelf-Esteem Essentials 139 Chapter 16: Exploring the Shelf-Esteem Concept 141 Chapter 17: Launching a Program 147 Chapter 18: Using Special Topics and Projects 155 Chapter 19: Finding Shelf-Esteem Partners 161 v

6 vi Shelf-Esteem Part III: Shelf- Esteem Sources and Support 169 Source A: Resources for Selecting Books 171 Source B: Author and Illustrator Index 173 Source C: Title Index 175 Source D: Subject Index 179 About the Author 183

7 Preface The books and programming ideas in the pages that follow offer librarians, teachers, parents, and caregivers a unique way to help children develop their self-esteem. Self-esteem has been defined as confidence in our ability to cope with the challenges of life (Branden, 1994). Shelf-Esteem offers ways to help children develop that confidence and coping ability through reading. In order for children to become good readers, they need both certainty of their ability to read and stories that speak to them in a personal way. I developed the first Shelf-Esteem programs as a grade school teacher and school librarian who wanted to help young people learn to read. To spark a genuine interest in reading, I had to find the right materials for each child. Once I matched the interests of the students with appropriate titles and involved them in selection even the most reluctant readers could find books that spoke to them. I found that stories could also help my pupils deal with issues in their lives, from death to physical challenges to simply feeling left out because everyone else in the class was invited to a party. Children have a way of opening up when they identify with a particular character. Even the most sensitive subjects, when handled delicately by an author and illustrator, can provide an opportunity for adults to help foster self-esteem through reading. Shelf-Esteem offers 50 programs designed to introduce children to books that relate to their personal lives and individual challenges. Each program is structured around a particular title and suggests additional titles on the topic: a book hop (see below), a classic, and a title for older children, for a total of over 150 self-esteem-boosting stories. These selections exemplify children s literature at its finest: well-written and sensitive, with subtle messages that allow the youngster to discover the meaning independently or with gentle guidance from an adult. They can be used as complete programs in the classroom or library or as reader s advisory tools. If a child has trouble with a bully, turn to Chapter 10 and consider a class reading and discussion of one of the books to introduce new ways to deal with the problem. Parents going through a divorce can be gently encouraged to use appropriate shelf-esteem books and activities with the child at home. The shelf-esteem programs can be used effectively by librarians and teachers, as well as by parents and school psychologists. Partnerships between all the adults in a young person s life create a nurturing environment for the growth of confidence and academic skills. Teachers and psychologists can alert librarians to a child s particular needs so that the librarian can vii

8 viii Shelf-Esteem recommend suitable texts. The librarian has the opportunity to observe a pupil s independent interests and can communicate with the classroom teacher about using these interests to motivate the student. Like other literacy tools, Shelf-Esteem techniques have the greatest effect when used early in a child s reading career. Research tells us that children s attitudes about learning solidify by age ten. Shelf-Esteem programs target preschoolers and students in the younger elementary grades, but their effects can reach through middle school, high school, and beyond. The skills the children learn become applicable to more difficult texts and more complex life situations as they move from grade to grade. Shelf-Esteem s principles work in settings that go far beyond the model shown here. In my recent work with ESL students, I included information about their home countries from fictional stories, nonfiction works, and even cookbooks. Their interest clearly increased when I used these materials, and I could see their pride in their home countries grow. Shelf-Esteem programs build a framework for success, book by book, by creating a series of successful, positive reading experiences in which the reader develops a connection to the characters. This connection is the emotional heart and joy of the reading experience. A GUIDE FOR USING SHELF-ESTEEM Part I, Shelf-Esteem Handbook, offers programs on dozens of specific titles, arranged by topic. Each of the fifteen chapters covers a different area of emotional growth. Some chapters tackle subjects that all young readers encounter: self-confidence, friendship, bravery, courage, and emotions. Other chapters focus on more specific situations a student may confront: moving, new siblings, multiculturalism, physical challenges, bullies, and separation anxiety. The remaining chapters wrestle with tougher issues, including alcoholism, illness and death, fires and homelessness, and divorce. Each chapter uses the same template to investigate and deconstruct the suggested books. Full Bibliographic Information: The title, author, illustrator, publisher, year of publication, ISBN, number of pages, and recommended grade level. Synopsis: A brief story description, explaining the plot and message. Booktalk: A sample booktalk. Booktalks are as unique as the person presenting them, so these booktalks are just examples of one approach, not a prescription to follow. Shelf-Esteem Connection and Idea Grid: The Shelf-Esteem Connection explores one core message from the book for a deeper understanding that will help children expand their confidence and self-esteem. The grid that follows the Shelf-Esteem Connection presents other possible areas of exploration: THEME MESSAGE PLOT POINT CONNECTION REINFORCING ACTIVITY DISCUSSION QUESTIONS

9 Preface ix This grid lists a few of the story s engaging themes and messages and ties them to a particular plot point. The reinforcing activity and suggested discussion questions help turn passive reading into active participation. Book Hop: A book hop stretches a child s interest from one title to another. The book hop recommendation may be a fiction or nonfiction work on the same or a similar topic or may be another way of encouraging a reluctant reader to continue his or her reading experience. To make sure that the book hops are easy to find, only materials published after 1990 are included. Classic Corner: This section highlights older or well-known works on a particular topic, especially those by famous authors or books that have won major awards. Some titles may be dated or out-of-print, but they are still worth tracking down. For Older Children: With more sophisticated readers or students who read on a higher level, use these suggestions. This section s activities assume higher-level writing skills. Support Material: A list of awards and honors the book has received as well as dates of reviews in peer-reviewed journals and highly regarded children s literature publications. Part II, Shelf-Esteem Essentials, expands on the possibilities presented in Part I. Chapter 16, Exploring the Shelf-Esteem Concept, looks at the reasoning behind the Shelf-Esteem programs and book hopping. It examines ways to increase interest in reading and improve students motivation, converting the work of reading into a positive experience. Chapter 17, Launching a Program, details the nuts and bolts of a good Shelf-Esteem program, including different types of booktalks, questions that encourage discussion, and creative activities. This chapter also includes an FAQ list on how to choose good books for fostering self-esteem. Chapter 18, Using Special Topics and Projects, offers practical tips on how to promote reading in a school setting or a public library children s room. It also includes ideas on engaging the senses and emotions with art, drama, and music. Chapter 19, Finding Shelf-Esteem Partners, presents ideas for collaborative endeavors including museum visits, interschool activities, parent-teacher conferences, parent-child book clubs, and book fairs. It encourages partnerships between schools and public libraries and developing connections with charitable organizations, teacher education programs, and principals and administrators. Part III, Shelf- Esteem Sources and Support, contains cross-referenced indexes, including subject, title/author, title/illustrator, and author/title. It also includes a complete bibliography and a list of additional selection resources. Bruno Bettelheim s classic work The Uses of Enchantment: The Meaning and Importance of Fairy Tales says, For a story to truly hold the child s attention, it must entertain him and arouse his curiosity. But to enrich his life, it must stimulate his imagination; help him to develop his intellect and to clarify his emotions; be attuned to his anxieties and aspirations; give full recognition to his difficulties, while at the same time suggesting solutions to the problems which perturb him (1976: 5). The books in Shelf-Esteem can enrich children s lives. I have seen firsthand the magical process that occurs when book, child, and librarian come together in the right way, causing a

10 x Shelf-Esteem student to consider himself a reading success. Children who develop shelf-esteem use books as tools for information, entertainment, coping strategies, comfort, and the constant discovery of more wonderful books. References Branden, Nathaniel The Six Pillars of Self-Esteem. New York: Bantam. Bettelheim, Bruno The Uses of Enchantment: The Meaning and Importance of Fairy Tales. New York: Knopf.

11 Acknowledgments I would like to thank my editors: Miguel Figueroa, for believing in my project; Michael Kelley, for enabling me to turn my dream into a reality; and Eileen Fitzsimons, for her expert opinions and help when they were needed the most. I am also indebted to Beth, Bob, and Steve, for enabling me to finish the work I started; my stalwart husband, Howard, for his unshakable belief in me and my project; and my passionate reading children, Marshall and Lara, who are now grown-up passionate adult readers, for helping me see my project through to completion. xi

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13 List of Shelf-Esteem Titles, Authors, and Illustrators 1.1 Hurty Feelings 3 by Helen Lester; illustrated by Lynn Munsinger 1.2 I Like Myself 6 by Karen Beaumont; illustrated by David Catrow 1.3 I m Gonna Like Me: Letting Off a Little Self-Esteem 8 by Jamie Lee Curtis; illustrated by Laura Cornell 1.4 Odd Velvet 10 by Mary E. Whitcomb; illustrated by Tara Calahan King 1.5 Shrinking Violet 13 by Cari Best; illustrated by Giselle Potter 2.1 Being Friends 17 by Karen Beaumont; illustrated by Joy Allen 2.2 Best Friends Together Again 19 by Aliki 2.3 Bravo, Mildred & Ed! 21 by Karen Wagner; illustrated by Janet Pedersen 2.4 Enemy Pie 24 by Derek Munson; illustrated by Tara Calahan King 2.5 Horace and Morris but Mostly Dolores 26 by James Howe; illustrated by Amy Walrod 2.6 How to Lose All Your Friends 29 by Nancy Carlson 2.7 Wanted: Best Friend 31 by A. M. Monson; illustrated by Lynn Munsinger 3.1 Amber Was Brave, Essie Was Smart 35 by Vera B. Williams xiii

14 xiv Shelf-Esteem 3.2 The Bravest of Us All 37 by Marsha Diane Arnold; illustrated by Brad Sneed 3.3 Harry s Stormy Night 40 by Una Leavy; illustrated by Peter Utton 4.1 Moses: When Harriet Tubman Led Her People to Freedom 43 by Carole Boston Weatherford; illustrated by Kadir Nelson 4.2 A Picture Book of John F. Kennedy 45 by David A. Adler; illustrated by Robert Casilla 5.1 Hooway for Wodney Wat 49 by Helen Lester; illustrated by Lynn Munsinger 5.2 Stand Tall, Molly Lou Melon 51 by Patty Lovell; illustrated by David Catrow 5.3 Whoa, Jealousy 54 by Woodleigh Marx Hubbard with Madeline Houston 5.4 Yesterday I Had the Blues 56 by Jeron Ashford Frame; illustrated by R. Gregory Christie 5.5 You Can Do It, Sam 59 by Amy Hest; illustrated by Anita Jeram 6.1 I m Not Moving, Mama! 63 by Nancy White Carlstrom; illustrated by Thor Wickstrom 6.2 A Packet of Seeds 65 by Deborah Hopkinson; illustrated by Bethanne Andersen 6.3 Why Did We Have to Move Here? 68 by Sally J. K. Davies 7.1 The Baby Sister 71 by Tomie depaola 7.2 Sophie and the New Baby 73 by Laurence Anholt; illustrated by Catherine Anholt 8.1 Abuela 77 by Arthur Dorros; illustrated by Elisa Kleven 8.2 Tar Beach 79 by Faith Ringgold 9.1 Now One Foot, Now the Other 83 by Tomie depaola 9.2 Sara s Secret 85 by Suzanne Wanous; illustrated by Shelly O. Haas 9.3 See You Tomorrow, Charles 88 by Miriam Cohen; illustrated by Lillian Hoban

15 List of Shelf-Esteem Titles, Authors, and Illustrators xv 10.1 Bully 91 by Judith Caseley 10.2 Loudmouth George and the Sixth-Grade Bully 93 by Nancy L. Carlson 10.3 Surviving Brick Johnson 95 by Laurie Myers; illustrated by Dan Yaccarino 11.1 Banana Beer 99 by Carol Carrick; illustrated by Margot Apple 11.2 Bottles Break 101 by Nancy Maria Grande Tabor 11.3 No Way, Slippery Slick! 103 by Joanne Oppenheim, Barbara Brenner, William Hooks, and Bank Street College of Education; illustrated by Joan Auclair 12.1 Blow Me a Kiss, Miss Lilly 107 by Nancy White Carlstrom; illustrated by Amy Schwartz 12.2 Good Luck, Mrs. K! 109 by Louise Borden; illustrated by Adam Gustavson 12.3 Nana Upstairs and Nana Downstairs 111 by Tomie depaola 12.4 Remember the Butterflies 114 by Anna Grossnickle Hines 13.1 Hero Cat 117 by Eileen Spinelli; illustrated by Jo Ellen McAllister Stammen 13.2 Fly Away Home 119 by Eve Bunting; illustrated by Ronald Himler 13.3 Smoky Night 121 by Eve Bunting; illustrated by David Diaz 14.1 Always My Dad 125 by Sharon Dennis Wyeth; illustrated by Raul Colon 14.2 Getting Used to Harry 127 by Cari Best; illustrated by Diane Palmisciano 15.1 Don t Forget to Come Back! 131 by Robie H. Harris; illustrated by Harry Bliss 15.2 The Stars Will Still Shine 133 by Cynthia Rylant; illustrated by Tiphanie Beeke 15.3 While You Are Away 135 by Eileen Spinelli; illustrated by Renée Graef

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