Reading Tip: “Can You Find?” The Most (Annoying) Amazing Reading Game

It’s late.

It’s been a long day.

All I want to do is read a few books with Luke, say goodnight, and put him to bed.

No can-do.  Luke wants to play “Can you find?”

I want to be annoyed that I’m going to have to think when I’m drop-dead tired, but I just can’t bring myself to be.  Because here’s the thing: “Can you find?” is an amazing game.

Essentially, “Can you find?” is our personal version of “I Spy.”  It began as a curiosity when Luke was about 16 months old and he began pointing to letters when we named them.  It quickly morphed into a fantastic way to communicate with Luke before he could speak himself.  We would ask him to find letters, numbers, colors, and shapes.  Despite sounding like we were quizzing him, Luke genuinely loved the game, and our proof is that it has persisted through a year and a half, has changed to meet his needs, and he still loves to play it.

Here are a few of the stages we have gone through with “Can you find?”

“Can you find….”

  • letters
  • numbers
  • shapes
  • colors (straight colors: red, green, yellow, etc. and then shades of color: light blue, turquoise, dark green, etc.)
  • words (started with known words, but quickly moved to unknown words–great for learning phonics and sounding out words)
  • directions (left, right, up, down, top, bottom)
  • other descriptive adjectives (long, short, big, small, skinny, fat, etc.)
  • emotions
  • unusual objects

The biggest benefit we have seen from playing “Can you find?” is the rapid vocabulary growth.  As we have to stretch our descriptive powers, Luke learns tons of new words.  We have progressed from “Can you find a yellow two?” to “Can you find three little tiny pink fish with spikes on their backs?” It also helps him hone his observational skills and provides us with a great game to play while we’re waiting in line out in public.

Here are a few of the books that Luke initiated “Can you find?” with:

For numbers:

  1, 2, 3 to the Zoo by Eric Carle: Inside the hardcover edition, the numbers 1-10 are repeated in different colors.  Luke STILL loves to play “Can you find?” with these numbers.  We’ve had to get very creative with our descriptions to avoid going insane: “Can you find the yellow two that’s farthest to the right?”  “Can you find the blue and purple number 45?”

For letters:

  Chicka Chicka Boom Boom (Chicka Chicka Book, A) by John Archambault, Bill Martin, Jr., and Lois Ehlert: For letters, nothing beats Chicka.  Luke loved playing “Can you find?” with the page where the letters all fall out of the tree and are a jumbled mess.

For colors and other descriptive adjectives:

   The Pout-Pout Fish (Pout-Pout Fish Adventure) by Deborah Diesen and Dan Hanna: For colors and other descriptive adjectives, Luke discovered Pout-Pout Fish.  On the first two pages of the book, there are a whole bunch of fish and other sea creatures surrounding Mr. Fish.  Luke LOVES finding the various creatures.  We can’t even read this book all the way through anymore.  We get stuck on the first two pages.  Annoying or amazing?

For objects and colors:

   Yoo-Hoo, Ladybug! by Mem Fox and Laura Ljungkvist: For objects and colors, this book is a new one that we just discovered.  Not only are you trying to find the ladybug (she’s pretty well hidden!), but there are all sorts of other items to identify as well.

And for “Can you find?” with words, Luke really enjoys looking at the inside of the dust jacket flaps.  The flaps are usually written for adults, so the vocabulary is more varied and more difficult than typical picture book fare.  It is here that we have seen his decoding ability and phonics knowledge soar.

Happy reading and finding!

–Erin (blog Mama)

 

Dear Dada, Read With Me: Why Dads Reading With Boys Is Important

Dear Dada,

Did you know that you’re more important than Mama?  Wait, Mama!  Before you go on strike and refuse to take me to the Mirror Park tonight, let me explain!  When reading with me, you, Dada, are more important than Mama.

Shoot.

There she goes.

Well, Dada, this letter is for you anyway.  I’ll talk Mama down later.  A hug and a kiss and she’s putty in my manipulative toddler hands.

So, Dada, check out these facts and stats:

  • Boys are trailing behind girls in reading, according to a 2010 report by the Center on Education Policy, which called this lag, “the most pressing gender-gap issue facing our schools” (www.greatschools.org).
  • Last year, only 40 percent of college graduates were male.  Many education experts believe this difference is linked to poor reading habits and literacy skills that boys developed in the elementary and middle school (www.greatschools.org).
  • The job market has changed.  Before, there were employment opportunities for boys who didn’t read or write well.  Now, jobs for unskilled workers have been outsourced (www.greatschools.org, Acredolo and Goodwyn 2000).
  • Few boys entering school call themselves nonreaders, but by high school more than half do (www.ala.org).
  • If reading is perceived as feminized, boys will go to great lengths to avoid it (Smith and Wilheim 2002 in http://www.ala.org and http://www.guysread.com).

These are just a few of the alarming facts that I found about boys and reading.  After digesting them, my next question was, “What can be done to encourage boys to read?”  That’s where you come in, Dada.  Here are some ideas that the experts have suggested:

  • Get caught reading.  Obviously, children watch everything their parents do, so to cement a reading culture in a family, it’s important for kids to see both parents reading books.  But for the best, long-term benefits, boys especially need to catch dads and other male role models reading (www.pbs.org, http://www.forbes.com, http://www.greatschools.org).
  • Read aloud.  Reading aloud to children starting in infancy helps them learn to love stories, relish the positive, peaceful interaction with you (thus creating a positive link with books), and build a critical foundation for later reading (www.pbs.org, Acredolo and Goodwyn 2000).
  • Broaden definition of “reading.” Read more than just picture books with young ones and have more than just chapter books around the house for older boys.  Newspapers, websites, magazines (like Highlights and the younger version called High Five), graphic novels, joke books, how-to books, off-color humor books, “gross” books, signs, posters, non-fiction books (Cat in the Hat non-fiction books are a nice alternative to picture books) (www.pbs.org, http://www.ala.org, http://www.greatschools.org).
  • Have books available.  Lots of books.  A huge variety of books.  All over the house.  And not just stuck on shelves but lying around in plain sight against couches, on tables, and on low bookshelves so covers can be seen (www.greatschools.org, http://www.ala.org).  And not just children’s books, but adult books, too.

To be fair, you already do most of these things, Dada.  You really are the best Dada in the world.  Patient.  Kind.  Funny.  Smart.  And almost as handsome as me!  Happy Father’s Day!

Love,

Luke

P.S. Should we go find Mama now or wait until she’s finished her bowl of ice cream?  Wait?  Yeah, that’s probably best….

Sources:

Acredolo, L. and Goodwyn, S. Baby minds: Brain-building games your baby will love. (2000).

Click to access SLMR_WhatWeWant_V10.pdf

http://www.forbes.com/sites/jordanshapiro/2014/05/13/kids-dont-read-books-because-parents-dont-read-books/

http://www.greatschools.org/students/academic-skills/6832-why-so-many-boys-do-not-read.gs

http://www.guysread.com/about/

http://www.pbs.org/parents/best-books-for-boys/6-ways-to-encourage-your-son-to-read.html

 

 

“Reading is no doubt one of the most important academic skills a child must master to be successful throughout her life. Reading, more than any other skill, is the key to learning in every academic discipline. Whether the subject is math, science, or social studies, reading is critical throughout a child’s school day. And no matter how much potential a child has for these subjects, without good reading skills her opportunities will be limited. To do well in school, children must read well.”

–from Baby Minds by Linda Acredolo and Susan Goodwyn

 

No pressure, right?  The most important first step toward helping a child read well, though, is also the easiest: make reading fun!  Use sounds, use different voices, use inflection, and choose engaging books.  If you’re enjoying reading, then your child is most likely enjoying it, too!

Books Forever!

–Erin (blog Mama and co-author)

Reading Tip: Of Squeaky Mice and Growly Monsters: Using Voices to Engage Children in Books

“Read, every day, something no one else is reading. Think, every day, something no one else is thinking. Do, every day, something no one else would be silly enough to do. It is bad for the mind to be always part of unanimity.”  Christopher Morley (1890 – 1957)

Low, growly monster voices; high-pitched teeny tiny bug voices; scared, trembly voices; bad British accents; “whoo whoo” owl voices; hisssssing sssssnake voices; bubbly fish voices; squeaky mouse voices.  Mama and Dada do all of these and more when they read with me.  It’s quite entertaining listening to them contort their voices for my reading pleasure!  The best part is that they do all of these voices without a trace of embarrassment because they know that as soon as I hear a funky sound or voice I’m instantly hooked.

Here are a few books that work really well with voices, usually because they have multiple characters and each character needs its own distinct voice:

   I Love You, Stinky Face by Lisa McCourt and Cyd Moore:  My first “voice” book!  Gorilla gets a low, monster voice with lots of “ooo-ooo, aaa-aaas;” alligator gets “chomp chomp” sounds with chomping arm motions; skunk gets a nasally “smelly” voice (“ewww!” with lots of nose-wrinkling); alien gets a fast, high-pitched voice and lots of “ewwws!” when he eats bugs instead of peanut butter; dinosaur gets eating noises; and the one-eyed monster gets a low, growly voice with “boom, booms!” to emphasize his stomping.  A favorite of mine from about ten months old to two years old.

  The Pout-Pout Fish (Pout-Pout Fish Adventure) by Deborah Diesen and Dan Hanna:  “I’m a pout-pout fish with a pout-pout face…”  What a fun book for creative voices: pout-pout fish gets a low, sad, slow, gloomy voice; clam gets a prim little voice; jellyfish gets a wavering voice pitched up and down to mimic undulating tentacles; octopus gets a no-nonsense, tough guy voice; and squid gets a lady-with-an-attitude voice.  I really like this book and have been reading it with my parents for well over a year now.

  The Gruffalo (Picture Books) by Julia Donaldson and Axel Scheffler: Another fun book to read with multiple voices for the different characters.  Mouse could get a squeaky voice, but Mama usually reads Mouse in her regular voice.  Fox gets a very bad British accent (don’t ask me why–something about fox hunts among the royalty in British literature); owl gets lots of “whoo-whooing” and extended “o”s wherever they occur; snake gets a hissing voice with elongated “s” sounds; and the Gruffalo gets a rough, gravelly voice.  Using voices made this story more accessible for me when I may not have been quite old enough to entirely grasp the nuances of the very clever plot line.

  Gorilla! Gorilla! by Jeanne Willis and Tony Ross: There are minor characters that appear briefly throughout the book that you can give voices to, but the two main characters, Mama Mouse and Gorilla, are the two that Mama focuses on the most.  Mama Mouse gets a high, panicky voice to mirror how stressed out she is being chased around the world by a gorilla, while Gorilla gets a low, gravelly voice, loud and emphatic for all of the “STOPs!” and kind and gentle at the end for the surprise twist.

  Bye-Bye, Big Bad Bullybug! by Ed Emberley:  A good book for starting with voices because there are only two kinds of characters: the Big Bad Bullybug and the itty bitty baby bugs.  Mama and Dada use their “monster” voice for the Bullybug (rough, growly, and low), and a high-pitched, almost whiny voice for the itty bitty baby bugs.  A good book for tickles with a fun surprise ending.

  The Cat in the Hat by Dr. Seuss:  For spicing up this already awesome classic, Mama and Dada give unique voices to each of the main characters.  Mama and Dada’s voices differ a lot for these characters though.  For the Cat, Mama does a jolly, slow, deep voice, while Dada does a deep voice with a playful don’t-take-me-too-seriously lilt.  For the Fish in the Pot, Mama does an annoying, high-pitched voice that makes the Fish sound like it’s strenuously objecting to the Cat, while Dada does a gravelly, low voice using lots of inflection for the objecting.  Although Thing 1 and Thing 2 only speak a few lines, Mama makes them talk very quickly and frenetically, imitating how they dart and flit around the house with their kites.

Clearly, these voices are just suggestions.  The best voices are the ones that parents make up for themselves that they are comfortable with and can remember (just try using a different voice after a toddler has heard and liked another!).  Act silly and without embarrassment: the only one who will know what you sound like will be your child, and he or she will love you (and books) all the more for it!

Happy reading!

–Luke (blog co-author, age 2.5)

 

 

The Birthday Book Post: Books We Have Given

For one reason or another, many of my little friends have birthdays in May.  This slew of birthdays has inspired me to post a list of the books that I have given to others for their birthdays over the past three years.  I consider these books the “best of the best,” otherwise I wouldn’t pass them on!  Books are arranged by the ages of the children to whom I gifted the books, but that doesn’t mean that older children wouldn’t enjoy them as well….

FOR ONE YEAR OLDS:
  Pete the Cat: I Love My White Shoes by James Dean and Eric Litwin: I don’t know a little one who doesn’t like Pete the Cat!  Pete has a new pair of white shoes, but he keeps stepping in different colored things (strawberries, blueberries, etc.).  “Does Pete cry?  Goodness no! He keeps walking along singing his song.”  I loved that this book could be read with tons of inflection and that Mama and Dada sang (I use the word loosely) the little ditty that Pete sings.  Fantastic for kids learning their colors.

   Don’t Let the Pigeon Drive the Bus! by Mo Willems:  I’m not sure how many times I can post this book before I get in trouble for copyright infringement.  This book is great for little ones because of the big text, inflection, and funny storyline.  See Mo Willems post for more info!

FOR TWO TO THREE YEAR OLDS:

  Snip Snap!: What’s That? by Mara Bergman and Nick Maland:  One of my all time favorite books just before I turned two!  Lots of fun noises for parents to make, a jaunty rhyme, nice repetition, and an alligator on the loose make this book a sure hit.  There is a great close up of the alligator that always made me laugh, too!

  If I Were a Lion by Sarah Weeks and Heather Solomon: Another huge favorite of mine!  A spunky little girl is in time out for making a huge mess and her mother dubs her “wild.”  The rest of the book is the girl protesting that if she were truly wild, she’d do all of these “wild” things like “poke and pierce and tear, not sit here nicely in my chair.”  Great rhyming text, expressive illustrations, and, of course, the little girl is the quintessential toddler: equal parts mischief and sweetness.  (She does apologize and say sorry at the end!)

  Gorilla! Gorilla! by Jeanne Willis and Tony Ross:  Definitely a fun book for toddlers who can talk (or at least yell, “STOP!”).  A mother mouse’s baby goes missing, but as mama is looking for him, a giant gorilla yells, “Stop!” at her.  She takes off running, of course, and that begins a chase across the globe.  In the end, the gorilla turns out to be a great guy who found her baby and has been trying to give him back the entire time.  Nice repetitive text, opportunities for audience involvement, and a surprise ending make this book another fun read for both parents and kids.

FOR THREE TO FOUR YEAR OLDS:
  Creepy Carrots! by Aaron Reynolds and Peter Brown:  What a fantastic book!  Jasper Rabbit is obsessed with carrots, and he picks them from a field every day.  One day, however, the carrots start following him, “tunk tunk tunk…” or do they?  Jasper sees carrots everywhere, but with Peter Brown’s clever illustrations, neither Jasper nor the reader is entirely certain whether the carrots are really there.  Finally, Jasper hatches a plan to ensure that those carrots never bother him again, but it is the carrots who get the last laugh!  Black and white illustrations with only splashes of orange for the carrots lend a Twilight Zone feel to the book.  Entertainingly suspenseful text, too!

  The Gruffalo (Picture Books) by Julia Donaldson and Axel Scheffler:  Another great book with a clever twist at the end!  Everyone wants to eat Mouse, but he foils them all by making up an imaginary creature called a Gruffalo who loves to eat the other animals.  Mouse soon discovers that the Gruffalo DOES exist, and it’s hungry for mouse, too!  But Mouse is pretty darn clever, and he fools the Gruffalo just like he did the other animals.  Nice repetition, catchy rhyme, and Mouse’s cleverness make this book tons of fun for both parents and kids!

  Ladybug Girl by David Soman and Jacky Davis:  I liked this book for a very long time.  Lulu may dress like Ladybug Girl, but she is a spunky girl with a can-do attitude.  When her brother refuses to play with her one morning, Lulu makes her own fun and proves to the world that she is NOT too little to do big things (like save ants, count letter Ls, and rebuild rock walls).  This book encourages kids to be independent, use their imaginations to entertain themselves, and leave their own pint-sized impact on the world.  Illustrations and language are both wonderful.

Happy gifting!

–Luke (age 2.5, blog co-author)

 

To My Son on Mother’s Day: A (Bookish) Love Note

Dear Luke,

Until I started teaching, my relationship with reading was almost an entirely selfish one.  When I began sharing literature with my students, reading became two dimensional: analyzing a text with others and sharing my passion for a piece added an undeniable richness to the experience. Since I started reading with you, however, the act of reading has achieved a third dimension that is absolutely intoxicating.  What is it about this third dimension that is so amazing?  Allow me to try to explain.

Before you, reading was all about absence.  Escape.  Removing myself from the “real” world and submerging myself in another.

After you, reading has become all about presence.  Being fully present in every moment of our reading time.  Reveling in your curiosity, your questions, your observations, your undeniable interest in letters, numbers, words, and stories.  Paradoxically, by immersing myself in our reading time, I achieve the same sense of escape from reality, but it is with you as my traveling companion.

Before you, reading was about being alone.  It was a solitary act.  Even when reading a novel with high school students, the students were expected to come to class having read a portion of text and then we would discuss it.  Usually, we did not read the text together.

After you, reading has become about being together.  With you, I have discovered the pleasure of sharing words and ideas much more viscerally.  In an immediate way that was never possible with students, except for an occasional close reading done in class, together you and I explore the nuances and details and questions and morals of your stories, each of us interacting closely with the other.

Before you, reading was primarily a self-investment.  It was about me.  Through critical thinking about ideas, close analysis of beautiful writing, and pure enjoyment of a well-told story, I could return to myself and reestablish my identity as a thinker and a student of the human experience.  (Reading by myself still plays this role, albeit on a much smaller scale…for now!)

After you, reading has become an investment in YOU.  An investment in your future.  I hope that you are soaking up a love for words, stories, and ideas; cultivating a passion for the act of learning, for knowledge, and for beauty; and developing the insatiable curiosity, the ability to make connections, and the thoughtfulness that will bring you both great personal satisfaction and serve you well as a citizen of the world.

Before you, Luke, I really enjoyed the act of reading because it was fun.

After you, I love reading because it helps me grow closer to you.

At the beginning of this letter, I wrote about how reading with you has opened up an intoxicating third dimension. Why so intoxicating? I think I’ve figured it out.  Reading with you is done with Love.

Love,

Mama

Reading Tip: Hubba-whaa?!? Engaging Children in Books Using Inflection

In addition to adding sounds to our readings, the best thing about reading with my Mama and Dada is that they REALLY get into my books using their voices.  They emphasize important words by speaking louder, making their voices go up or down in pitch, or drawing out certain syllables.   In other words, they use tons of inflection.  Talk about EN-ter-TAIN-ing!

But reading with inflection isn’t just about entertainment: it also helps me to begin associating written letter combinations with their sounds (e.g. “ph” makes an “f” sound), to pronounce words, and to better understand the story.  I also learn an important strategy for decoding new words: sounding out words by segmenting them into syllables.  When my parents run their fingers under the words as they read, it helps me make all of these associations even more easily.  And now that my Mama and Dada have been reading with inflection for so long, I’ve started reading like that myself (which is totally entertaining for them!).

Using inflection is a part of every book that we read, but some authors go out of their way to make it very easy to do.  These books are always among my favorites, mostly because they are so fun to hear.  Here are a few to get you started.  Books are ordered from least to most complex, but I still enjoy even the simplest of them.

  What Will Fat Cat Sit On? by Jan Thomas: If you’re new to the whole inflection thing, this book is a great one to start with.  The illustrations are simple and expressive, and the text is spare, very big, and deliberately constructed to emphasize certain words.  Oh yeah, the book is also hilarious.  A good book for practicing running your finger under the text, too.  Other Jan Thomas books work equally well (The Doghouse is another of my favorites), but this one was my first Jan Thomas book and remains my favorite.

  The Duckling Gets a Cookie!? (Pigeon) by Mo Willems: Another fantastic book that is perfect for exaggerated readings.  Similar to What Will Fat Cat Sit On, the illustrations are simple, the text spare, and the type helps tell you how to read it with inflection.  It’s also pretty darn funny, as are all of Mo Willems’s books.  If this particular book doesn’t appeal to your child, try any of Willems’s books (Don’t Let the Pigeon Drive the Bus and the Elephant and Piggie books are other favorites of mine).

  The Monster at the End of This Book (Sesame Street) (Little Golden Book) by Jon Stone and Michael Smollin: Another long-time favorite, Monster shares the same text elements as the first two books in this list: large font with emphasis built into the type to make it very easy to read with inflection.  As an added bonus, Grover talks to the reader, begging and pleading to not turn the page.  I love this book in part because it is interactive.

  Unicorn Thinks He’s Pretty Great by Bob Shea: This book is geared toward a slightly older toddler (3-5).  The language is more advanced and the dialogue between the two characters, Goat and Unicorn, takes a few readings for a toddler to figure out.  (Tip: Mama adds in “Goat says…” and “then Unicorn says” to make the exchanges between characters a little easier to understand)  Once you figure out the dialogue, however, the book is really fun to read.  Emphasis on certain words is built into the text using color and size, and once you are comfortable with the personalities of the characters, this book is also a good one for adding your own inflection.  Ham it up!

  Green Eggs and Ham by Dr. Seuss:  Classic!  Definitely for an older toddler as it is fairly long, but so much fun to both read and listen to!  Unlike the other books on this list, there are very few text features to help parents figure out which words to emphasize.  Instead, I included it because it is the easiest non-explicit inflection book that I’ve encountered.  It just begs to be read with more and more frustration as the “guy with the tall hat” refuses to try the green eggs and ham that the persistent Sam offers him.

Some parents are naturally good at using inflection, and if that is you, then hopefully these books will simply give you something entertaining to read.  For other parents, reading with inflection does not come as easily, and if that is you, then I hope that these books will help you learn a little something that will help make reading even more fun for both you and your child.

Happy reading!

–Luke (blog co-star, age 2 and a half)

No player in the NBA was born wanting to play basketball. The desire to play ball or to read must be planted. The last 25 years of research show that reading aloud to a child is the oldest, cheapest and must successful method of instilling that desire. Shooting baskets with a child creates a basketball player; reading to a child creates a reader.    

–Jim Trelease

Ten Children’s Books to Encourage the Imagination

Luke: Hands down, I best love the types of books that make me think about the world just a little bit differently.

Mama: Hands down, I best love the types of books that help me extend our reading conversations beyond storytime.

Luckily, books about the wonders of children’s imaginations fit both bills like a glove.  It was really tough deciding which books to include in this list, but these ten are favorites for both of us, so we had to list them all.  They are ordered according to complexity of ideas, not necessarily text.

 

   Not a Box by Antoinette Portis: Very simple text, very simple illustrations, but worlds of possibility.  A rabbit finds a box and pretends that it is many different things: rocket, mountain, building on fire, etc.  After we read this book, Luke began pretending that all sorts of objects were “not” (e.g. not a couch, not a cup, not a coat).

  The Squiggle by Carole Lexa Schaefer and Pierr Morgan: We found this book by chance, but it quickly became a standard around the time Luke turned one.  A girl finds a piece of rope (a squiggle) and transforms it into a variety of things: a dragon, a pool of water, a wall, a tightrope, etc.  What made this book so much fun for both Luke and me were the sound effects that I made up for each new object.  I’d trace the squiggle with my finger and make the sound, usually repeating the sound and tracing twice.  Use your imagination with the sounds!

  A Boy and His Bunny by Sean Bryan and Tom Murphy: A boy wakes up one morning with a bunny named Fred on his head.  The boy’s mom is skeptical about what can be done with a bunny on one’s head, but the boy and Fred work together to convince her that “you can do anything with a bunny on your head.”  The final page is pretty funny when the sister walks in with a small _______ (you’ll have to read to discover the punch line) on her head.  You can imagine what sort of things can be put on a toddler’s head after reading this book….

  Raf by Anke de Vries and Charlotte Dematons:  Super cute book we found by chance.  Amazon reviews don’t do this book justice.  A boy named Ben loves his stuffed giraffe, but one day when he wakes up, Raf is gone.  Ben soon starts to receive postcards from Raf, however, as Raf journeys through Africa.  Eventually Raf returns, albeit a little changed from his adventures.  We used this book as a way to extend some of Luke’s imaginative play scenarios (“Where do you think ______ might go next?  What does she see?  What does she hear? etc.”).  For parents: perhaps Raf needed a good wash or mending and Ben’s parents needed a way to ease the discomfort of losing a beloved toy?  Might be a nice activity for washing days….

  Where the Wild Things Are by Maurice Sendak: Clearly, this book is a classic, but it has been a favorite of ours for a long time now, so we had to include it.  Max gets in trouble and is sent to his room without dinner one night.  But his room begins to change into a different world, and Max sails away in his private boat to the land of the wild things.  The illustrations are gorgeous, the text is poetically minimalist, and the lesson of unconditional love is timeless.

  Chalk by Bill Thomson: An absolutely gorgeous wordless picture book that tells the story of three friends who happen upon a bag a magical sidewalk chalk.  Whatever the friends draw with this special chalk comes to be–draw the sun and the sun comes out, draw butterflies and they emerge from the pavement to dance around your head, draw a t-rex…..ummmm….  Luke and I had so much fun drawing and telling stories about what happened when the things we drew came to life.

  A Few Blocks by Cybele Young: A new find for us.  The illustrations are fantastic, if a little tough for younger children to decipher because there’s so much going on in them.  The story is about a brother and his older sister who are on their way to school in the morning.  The little brother does not want to go, but his sister uses her imagination to entice him to walk those few blocks.  She imagines a cape and rocket blaster shoes, and they go flying high above the city together, defeating monsters all the way.  She imagines a leaf is a boat, and they jump aboard to find buried treasure.  She imagines a shield and a helmet and the boy becomes a knight who fights a dragon to save a princess.  In the end, the little brother has to find a way to encourage his very tired sister to walk the final block.  I didn’t think Luke would like this one, but he’s asked for it at least once a day for the past week.  Fantastic!

  Journey by Aaron Becker:  Speaking of beautiful illustrations, this wordless picture book is breathtaking.  In the same vein as Harold and the Purple Crayon, a young girl finds a red crayon in her bedroom, draws a door, and steps through it to a land of wonders.  In this land, she has all sorts of adventures and manages to draw herself out of a number of predicaments.  The illustrations have tons of small details that are great fun to discuss, and we’ve gone from me noticing things and narrating the story to me asking Luke questions about the story that he answers in depth.

  The Green Bath by Margaret Mahy and Steven Kellogg: A green bathtub that comes to life?  What?  That’s the premise of this book, and it really worked for Luke.  Sammy’s neighbors come home from a flea market with a speedboat, while Sammy’s dad returns with a claw-footed green bathtub.  Sammy is just a touch jealous of the neighbors, so he imagines the coolest bathtub on the planet and goes bounding into the sea with it.  There he meets mermaids, a sea serpent, and a boat full of pirates who want to steal his bathtub for their own washing pleasure.  The line between fantasy and reality is probably pretty blurry for children, but it just makes the fantastic adventure all the more fun.

  Tell Me Some More.. (An I Can Read Book) by Crosby Newell Bonsall and Fritz Siebel: An I Can Read Book definitely more suited to older children as the story is long and the concepts fairly involved.  The story begins with Andrew telling his friend about a place that he knows where he can carry an elephant under his arm.  Curious?  Luke certainly was.  And the story just gets taller from there.  Hold three camels in two hands?  Put a seal in your father’s chair?  The friend keeps saying, “Tell me some more,” until Andrew decides to just show him the place: the library.  All of these things can be found in books.  Love the message of this book (the power of reading and the imagination), and while I thought it might be too advanced for Luke (at two and a half), he has really taken to it.