Nana Akua Goes To School
September Book of the Month
by Tricia Elam Walker Illustrated by April Harrison
Ages 4-8
Nana Akua Goes To School
September is not only the start of a new school year, it is also the month when we celebrate National Grandparents Day. The adoption of such a day was established to educate youth about the importance of our seniors, and learn more about their lives, challenges, and contributions.
In this moving story, a young girl brings her West African grandmother –whose face bears traditional tribal markings–to meet her classmates on Grandparents Day. Despite her hesitation, she finds out that “what makes us different is also what makes us special.”
Below are some questions and instructional ideas to help extend children’s learning and expand their thinking. These are organized in a way to help you “step up your questioning techniques” through a model based on the work of Anderson and Krathwohl. For more ideas on how to use this text with children in your setting, check out these activities!
| Details | Questions |
|---|---|
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1: Remember
(identify, name, count, repeat, recall) |
What country is Zura’s grandmother from? Where is this country located on the globe?
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2: Understand
(describe, discuss, explain, summarize)
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Many cultures around the world have different names for grandmothers. Zura calls her grandmother Nana Akua. What do you call your grandmother?
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3: Apply
(explain why, dramatize, identify with/relate to)
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Nana Akua was raised in Ghana, and, following an old West African tradition, has tribal markings on her face. Why do you think Zura was hesitant to bring her to school as a guest? |
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4: Analyze
(recognize change, experiment, infer, compare, contrast)
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This book describes a West African tradition of celebrating ways families show pride and uniqueness. Encourage children (and their families) to think about and share something they have received from their parents or grandparents that makes them feel special or unique. |
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5: Evaluate
(express opinion, judge, defend/criticize) |
Which of the Adinkra symbols do you like the most? Why? |
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6: Create
(make, construct, design, author)
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Draw or paint an Adinkra symbol and share its meaning with a friend. |
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Consider highlighting these words from the text to expand children’s vocabulary |
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August Book of the Month
I Am Every Good Thing
I saw this book at the Essence Festival and had to have a copy! Both the words and the illustrations are heart-warming and reflective.
This book is an affirmation of the kind of joy I want my son to embody. One reviewer wrote, “I love how this team celebrates black boys and reminds them they are so much more than what society often tries to diminish them to be. They are every good thing.”
And I couldn’t agree more…more of us need to see black boys through this narrator’s lens!
Below are some questions and instructional ideas to help extend children’s learning and expand their thinking. These are organized in a way to help you “step up your questioning techniques” through a model based on the work of Anderson and Krathwohl. For more ideas on how to use this text with children in your setting, check out this resources!
| Details | Questions |
|---|---|
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1: Remember
(identify, name, count, repeat, recall) |
What do the boys say they are worthy of on the last few pages of the book? |
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2: Understand
(describe, discuss, explain, summarize)
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Throughout the book, the children make “I am” statements. Discuss some of the different ways the boys describe themselves in the book. |
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3: Apply
(explain why, dramatize, identify with/relate to)
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Think about your name. What do you call yourself? What do people in your family call you? Has anyone ever called you a name that is not your own? How did it make you feel? |
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4: Analyze
(recognize change, experiment, infer, compare, contrast)
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On one page, the child describes his goodness as: “I am good to the core, like the center of a cinnamon roll.”
Complete this sentence for yourself: “I am good to the core, like ____________________.” |
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5: Evaluate
(express opinion, judge, defend/criticize) |
In this book, boys share who they are on every page. Do you see yourself the way these boys have described themselves? Why or why not? |
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6: Create
(make, construct, design, author)
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Design a poster of yourself showing you doing or being something that represents “I Am Every Good Thing” |
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Consider highlighting these words from the text to expand children’s vocabulary |
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July Book of the Month
Apple Pie 4th of July
For many Americans, the 4th of July is celebrated with parades, fireworks, and foods like apple pie. In this story, A Chinese American child fears that the food her parents are preparing to sell on the Fourth of July will not be eaten. Yet as the parades draw to an end, customers come for take out! Wong, in this short narrative, helps young readers explore their ideas about what it means to celebrate a grand American holiday.
Below are some questions and instructional ideas to help extend children’s learning and expand their thinking. These are organized in a way to help you “step up your questioning techniques” through a model based on the work of Anderson and Krathwohl. For more ideas on how to use this text with children in your setting, check out this cooking activity!
| Details | Questions |
|---|---|
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1: Remember
(identify, name, count, repeat, recall) |
Name one of the foods that the family cooked to sell in the family store. |
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2: Understand
(describe, discuss, explain, summarize)
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Using some of your 5 senses, describe the different types of sounds, sights, tastes and smells you might encounter at a 4th of July parade.
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3: Apply
(explain why, dramatize, identify with/relate to)
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The girl in the book works in her family’s store while she hears the parade pass by outside. How do you think she feels having to work every day of the year except Christmas Day? |
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4: Analyze
(recognize change, experiment, infer, compare, contrast)
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Chow mein is a Chinese dish made from stir-fried noodles, with vegetables and meat. How does this dish compare to a meal you or your family may eat that also includes noodles? |
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5: Evaluate
(express opinion, judge, defend/criticize) |
Would you like to eat Chinese food on the 4th of July? Why or why not? |
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6: Create
(make, construct, design, author)
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Create your own 4th of July menu to include words and pictures. Add it to the dramatic play area in your classroom or at home.
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Consider highlighting these words from the text to expand children’s vocabulary |
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June Book of the Month
Freedom in Congo Square
The book tells the story of enslaved African Americans in the 19th century in New Orleans, Louisiana who counted down the days until Sunday, when they were allowed to gather in Congo Square for half a day. There they could set up an open market, sing, dance, and play music. The book shows how Congo Square was a place of freedom for the enslaved people who suffered under an unjust system. The book is also an expression of the human spirit and our capacity to find joy and hope even in the most difficult of circumstances.
Below are some questions and instructional ideas to help extend children’s learning and expand their thinking. These are organized in a way to help you “step up your questioning techniques” through a model based on the work of Anderson and Krathwohl. For more ideas on how to use this text with children in your setting, check out these discussion activities!
| Details | Questions |
|---|---|
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1: Remember
(identify, name, count, repeat, recall) |
Enslaved people on plantations worked most days of the week. With support, help children make a schedule using pictures or words to outline the work they did each day Monday through Saturday. |
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2: Understand
(describe, discuss, explain, summarize)
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Sunday was a day of rest from work on the plantation. What types of things do you or your family do to rest from work?
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3: Apply
(explain why, dramatize, identify with/relate to)
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Why do you think it was considered daring for enslaved people to run away? |
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4: Analyze
(recognize change, experiment, infer, compare, contrast)
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Maintaining a plantation took lots of hard manual labor in the past. How is farm work different today? |
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5: Evaluate
(express opinion, judge, defend/criticize) |
Why do you think the author titled the book Freedom in Congo Square? |
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6: Create
(make, construct, design, author)
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When people gathered in Congo Square, they brought items to sell in the market. Design and make an item you would like to sell in a market.
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Consider highlighting these words from the text to expand children’s vocabulary |
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There’s Only One You
By Kathryn Heling and Deborah Hembrook
Illustrated by Rosie Butcher
This beautifully illustrated rhyming picture book captures the diversity of children and families in many inclusive ways. Heling and Hembrook offer children opportunities to share their uniqueness page after page. “This book celebrates all the things that make you special. From the way you look to the activities you enjoy — there’s no wrong way to be yourself.”
| Details | Questions |
|---|---|
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1: Remember
(identify, name, count, repeat, recall) |
Name a feature that is special about you.
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2: Understand
(describe, discuss, explain, summarize)
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What kinds of skills or talents were described in the book? Share a hobby or interest that you have with a partner. |
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3: Apply
(explain why, dramatize, identify with/relate to)
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Why might someone need glasses, a hearing aid, or a wheelchair? |
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4: Analyze
(recognize change, experiment, infer, compare, contrast)
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This book describes a variety of things that make each of us unique. Encourage children to take a survey to collect data on the friends in the classroom. Teachers may engage children in discussion about the findings during activity time, or whole group time. |
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5: Evaluate
(express opinion, judge, defend/criticize) |
Think of your best or favorite friend or family member. What makes them the “best”? |
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6: Create
(make, construct, design, author)
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Draw a self-portrait or share a picture showing something that is unique about you. |
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Consider highlighting these words from the text to expand children’s vocabulary |
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April Book of the Month
Someone Builds the Dream
| Details | Questions |
|---|---|
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1: Remember
(identify, name, count, repeat, recall)
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What types of structures were being built in the book? |
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2: Understand
(describe, discuss, explain, summarize)
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What kinds of jobs were described in the book? |
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3: Apply
(explain why, dramatize, identify with/relate to)
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Have you ever built something with your hands? Describe the steps you took to build it. |
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4: Analyze
(recognize change, experiment, infer, compare, contrast)
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This book describes the roles of different people who turned their dreams into reality by making everyday things. Think about something you saw in Someone Builds the Dream. What do you wonder about how it was made and who was involved in making it? |
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5: Evaluate
(express opinion, judge, defend/criticize) |
In the book, there are all kinds of people doing lots of different kinds of jobs. Which job seems the most interesting to do? Could you imagine yourself doing that job when you grow up? Why or why not? |
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6: Create
(make, construct, design, author)
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Consider highlighting these words from the text to expand children’s vocabulary |
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March Book of the Month
Hand, Hand, Fingers, Thumb
by Al Perkins ○ Reading Age: 2+
This month’s book talk features a board book published by Random House. This Bright and Early Books for Beginners is short and snappy, with colorful pictures that support young readers as they hum and drum along while learning to identify their hands, fingers and thumbs. Introduced to me by one of my early childhood education professors in college, I was hooked the instant I heard this book read aloud. Young children will love hearing the rhythmic cadence bringing the text alive, offering many opportunities for oral language development through reading along while moving to the beat!
| Details | Questions |
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1: Remember
(identify, name, count, repeat, recall) |
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2: Understand
(describe, discuss, explain, summarize)
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3: Apply
(explain why, dramatize, identify with/relate to)
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4: Analyze
(recognize change, experiment, infer, compare, contrast)
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5: Evaluate
(express opinion, judge, defend/criticize) |
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6: Create
(make, construct, design, author)
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Consider highlighting these words from the text to expand children’s vocabulary |
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February Book Of the Month
Wind Flyers by Angela Johnson
Reading Age: 5-9 years old
My son loves aviation, and dreams of flying anything powerful and fast! For his fifth birthday, a dear friend of ours got him this book about one boy who also dreams of flying. It tells the story of his great-great uncle’s journey from jumping off a chicken coop to becoming one of America’s World War II heroes – a Tuskegee Airman.
Children’s book reviewer Sophie McKenney writes, “Wind Flyers is a book about the African American pilots for the United States during World War II. There were only four different squadrons of African Americans in the war and they were very important. I had never known that there were African American squadrons in World War II or that the Air Force would have segregated them during a war. I think this is a very important book to incorporate into a classroom so that students understand what a remarkable moment in history this was. This book also conveys a message about following your dreams. In the book, the narrator’s uncle was one of the wind flyers and it was his dream for his entire life. He did whatever he could to get up into the air and soar with the clouds so being able to pilot a real airplane for his country was something he was immensely proud of. He followed his dreams and made them come true.”
| Details | Questions |
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1: Remember
(identify, name, count, repeat, recall)
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2: Understand
(describe, discuss, explain, summarize)
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3: Apply
(explain why, dramatize, identify with/relate to)
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4: Analyze
(recognize change, experiment, infer, compare, contrast)
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5: Evaluate
(express opinion, judge, defend/criticize) |
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6: Create
(make, construct, design, author)
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Consider highlighting these words from the text to expand children’s vocabulary |
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January Book Of the Month
Welcome back to the Learning Matters community! In this brand new year, we are planning to bring something new and refreshing to the early childhood community through monthly book talks.Each book talk will feature a brief synopsis of the book, and guiding questions practitioners can use to expand young children’s thinking and learning. We hope you enjoy sharing these texts with children in your settings and others in your learning communities.
Grandma’s Gumbo
by Deborah Ousley Kadair ○ Reading Age: 2-6
I purchased this book in the summer of 2011 after visiting with my grandmother in New Orleans. We made a huge pot of gumbo together in her kitchen — it was a labor of love, and turned out oh so delicious.
Available as a picture book and a board book, this delightful rhyming story features colorful collage-style illustrations surrounded by the charming and infectious poetic rhythm. Early readers and pre-readers alike will be enchanted as Grandma adds more and more items to her big black pot. The illustrations are iconic, and reminiscent of the illustrations from Today is Monday in Louisiana.
| Details | Questions |
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1: Remember
(identify, name, count, repeat, recall) |
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2: Understand
(describe, discuss, explain, summarize)
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3: Apply
(explain why, dramatize, identify with/relate to)
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4: Analyze
(recognize change, experiment, infer, compare, contrast)
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5: Evaluate
(express opinion, judge, defend/criticize) |
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6: Create
(make, construct, design, author)
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Consider highlighting these words from the text to expand children’s vocabulary |
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Like teaching children, each ingredient and technique is unique. I hope you check out this book and discover “Just the thing to make it yumbo, all a part of grandma’s gumbo.”
