Librarians are often more comfortable working in the literacy classroom than manipulating mathematical data, but it may be statistics that prove to be our greatest ally. When the Common Core State Standards (CCSS) were rolled out two years ago, they were packaged as content standards, and six instructional pedagogical shifts were identified. Those shifts called for additional attention to vocabulary, nonfiction materials, text complexity, literacy across content areas, increased curriculum rigor from kindergarten through high school, and a focus on producing evidence (versus opinion). By drawing conclusions from data extrapolated from the English Language Arts (ELA) CCSS, librarians can build a strong case for a seventh shift: research.

In the world of statistics, occurrence, or frequency, is often used to interpret results. Viewing the CCSS standards through a statistical lens as a body of data and assessing importance based upon word frequency produces results that support that case. Start by assuming that the ELA standards represent the intentions of the authors of the CCSS, and the objectives, learning targets, and pedagogy that they are asking educators to embrace. Investigate the language of the standards and examine the number of times certain words appear; you’ll notice that the term “research” appears 132 times, exceeding the mention of “vocabulary” (79) and “nonfiction” (64), and comes in close to “evidence” (155) and “complexity” (196). The word “information” (244) is used more often than all five, but behind “reading” (388).

Clearly, research is an essential component of the learning process in the CCSS classroom. In most schools, it’s the librarian who teaches the higher-level skills that equip students to access, evaluate, and synthesize information—information that they use to speak and write with accuracy and authority when they produce evidence and draw conclusions for discussions, debates, or written assignments.

According to the Bureau of Labor Statistics, half of this generation’s students will earn their living from the creation, dissemination, analysis, and communication of information. Under the CCSS, students begin exploring multiple points of view and presentations in the elementary years; by sixth grade, they are “researching to build and present knowledge” and by seventh grade are expected to conduct “short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.” These benchmarks broaden and expand until 12th grade, by which time students should be “college and career ready.”

In addition, the pedagogy of evidence—text-based answers and the close reading of text—is part of the research process. Approximately half of the Common Core writing standards acknowledge that research is part of the writing process (see, Writing for Information Standards 6, 7, 8, 9, and 10). In the introduction to the ELA standards, under “Key Design Consideration” is this strong indication of that role: “To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new….”

Perception data (the court of public opinion) can be as powerful as concrete data. It’s time for library professionals to craft a national message regarding research—in the same way that the arts have implanted themselves into the Science, Technology, Engineering, and Math (STEM) movement in education, turning it into STEAM (Science, Technology, Engineering, Math, + Art/Design). Formally acknowledging a research shift underscores its function in “building and presenting knowledge” and adds weight to the librarian’s instrumental role within the CCSS.

The time has come to raise our megaphones and strut our stuff. This is an evidence-based claim. We have the data to support it.

Paige Jaeger (pjaeger@WSWHEBOBES.org) is coordinator for school library services, Washington Saratoga Warren Hamilton Essex BOCES, Saratoga Springs, NY.

Here are some ways authors typically engage readers through their writing styles:

• Strong Introductions. Engaging leads can grab readers from the start. They also help to instill curiosity, create a sense of immediacy, and make readers feel a connection to the subject. This connection may be obvious or subtle. In American Plague: The True and Terrifying Story of the Yellow Fever Epidemic of 1793 (Clarion, 2003), Jim Murphy establishes the setting as he describes a hot and humid Philadelphia on August 3, 1793. “The sun came up, as it had every day since the end of May, bright, hot, and unrelenting.…Dead fish and gooey vegetable matter were exposed and rotted, while swarms of insects droned in the heavy, humid air. In Philadelphia itself an increasing number of cats were dropping dead every day, attracting, as one Philadelphia complained, ‘an amazing number of flies, and other insects.’ Mosquitoes were everywhere, though their high-pitched whirring was particularly loud near rain barrels, gutters, and open sewers.” (p. 1). But Murphy does more than simply paint a portrait of a foul-smelling city at the height of summer. He plants clues for readers, who may or may not be aware that mosquitoes carried the yellow fever virus.

• Varying Sentence Structure. Prose writing, whether fiction or nonfiction, benefits from a writer’s careful attention to sentence structure, and the ways in which varying lengths creates a sense of rhythm, dramatic appeal, and emotional tension. Robert Burleigh does this in Night Flight (S & S, 2011), his verse biography of Amelia Earhart, when he writes: “Everything she has ever learned courses through her blood./Now or Never. All or nothing.” Readers feel the suspense equally through the sentence structure and the content of the sentences. Jean Craighead George also accomplishes this masterfully in The Wolves are Back (Dutton, 2008). “Where had they been? Shot. Every one. Many years ago the directors of the national parks decided that only the gentle animals should grace the beautiful wilderness. Rangers, hunters, and ranchers were told to shoot every wolf they saw. They did.” Readers feel the impact of those shots in the short, staccato sentences.

• Similes and Metaphors. Some are quick to associate similes and metaphors with the flowery language of poetry and fiction, and consider them a luxury that informational text cannot afford. But similes and metaphors help young readers understand newly encountered concepts. When a simile or a metaphor is clear, and the comparison is made to something familiar to children or young adults, it allows readers to attach new information to their pre-existing schema. Consider the comparisons that zoologist Nicola Davies makes in in her picture book Big Blue Whale (Candlewick,1997). The author uses similes to describe the whale’s skin: “It’s springy and smooth like a hard-boiled egg, and it’s as slippery as wet soap.” Simile is also used to establish a sense of scale, as the whale’s ear is “as small as the end of a pencil.” Deborah Hopkinson employs the use of simile in her verse picture book Annie and Helen (Random, 2012): “Helen was like a small, wild bird, throwing herself against the bars of a dark silent cage.” The comparison is concrete and clear, and conveys to young readers a new way to consider emotion, and how trapped Helen Keller could have felt without sight, hearing, or speech.

• Alliteration and Onomatopoeia. Poetry and fiction are not the only arenas in which writers can have fun with language. Alliteration and onomatopoeia are particularly effective in nonfiction picture storybooks that can be read aloud in one sitting. The repetition and approximation of sounds provides young listeners and readers with a sensory experience with which to connect to the new information they are learning about, while making the reading experience playful and pleasing. April Pulley Sayre frequently employs the use of both alliteration and onomatopoeia in her nonfiction picture book writing. In Here Come the Humpbacks! (2013), she writes: “The mother and calf swim over underwater hills and valleys. They see seaweed and sailfish and squid. They pass turtles and trash.” Here, alliteration creates imagery for readers. In Trout are Made of Trees (2008, both Charlesbridge), Sayre uses both devices to recreate life in a stream: “Crane flies, caddisflies, shrimp and stone flies shred leaves. Rip and snip!”

• Verse. Nonfiction need not be written in the traditional format of prose paragraphs. Many picture book and even chapter-length nonfiction books are written in verse. Marilyn Nelson’s Fortune’s Bones (2004) and Carver (2001, both Front Street), are wonderful examples of full-length biography in verse. The author provides readers with rich information about her subjects. This information, in combination with the white space on the page, asks readers to consider the gaps that are an inherent part of any life story, particularly for enslaved men such as Fortune. Doreen Rapport’s collection of picture-book biographies are told in verse format, along with quotes excerpted from the written or spoken words of her subjects. The juxtaposition of verse, blank space, and pull-quotes offers readers ample opportunity to consider the subject as the narrative is constructed.

• Strong Conclusions. Clear conclusions do more than simply wrap-up the main idea of a work of nonfiction. Conclusions can carry readers out of the book and into the world, prompting action. They can prompt inquiry, reminding readers of what else there is to learn about a subject. Conclusions can also establish one final emotional connection to readers. Consider the last paragraph in Russell Freedman’s Who was First? Discovering the Americas (Clarion, 2007). “Perhaps one day soon, somewhere in the Americas, someone walking across a field will discover a surprising new clue—an ancient stone tool made with care and left in that very spot by a human being who was alive once. Behind that ancient tool will be a hand reaching out of the past and taking ours.” (p. 81).

The more students consider a writer’s craft in nonfiction, the more they will see that elements of good writing overlap. The above examples of similes included alliteration. Strong introductions and conclusions are often comprised of several of these elements working together. Good writing occurs in the combined use of these stylistic moves. Reading nonfiction with an eye for these choices, and discussing a writer’s craft in class with a connection to the content of the texts, will allow your students to see the interplay between reading nonfiction and writing nonfiction.

But, when the crafters of the CCSS came out with “readability” recommendations (Lexile Measures), they did not arbitrarily say, “Kids can’t read. Let’s make it more difficult for them.” Knowing the research behind text complexity is critical to understanding the call for more complexity. The CCSS crafters examined college freshman textbooks and career manuals. These texts typically measure at a Lexile score of 1450. This Lexile measure was used as a benchmark for college and career readiness (CCR). Grade level Lexiles were then scaffolded in reverse, defining grade level Lexile expectations as stated in the Common Core Appendix A.

You may not agree with this direction, but those who create assessments have already increased the reading difficulty on state tests. Students should not see difficult material for the first time on these tests. They have to be prepared to closely read, examine, decode, and digest material that is not within their “fluency” or comfort range.

In August 2012, the CCSSO team (Council of Chief State School Officers) revised Appendix A to approve five additional readability measures. Other “readability” formulas such as ATOS and the Flesch-Kincaid measure within Microsoft Word are now valid as well. These apply a mathematical measure to a linguistic product and are flawed—but they cannot be ignored.

Educators across America know that our transliterate learners have eyes that gravitate to pictures over text, skim and scan Web pages at warp speed, and lack the determination to read difficut material. That is problematic for close reading. Consider this passage from Appendix A (p.4):

Moreover, current trends suggest that if students cannot read challenging texts with understanding—if they have not developed the skill, concentration, and stamina to read such texts—they will read less in general. In particular, if students cannot read complex expository text to gain information, they will likely turn to text-free or text-light sources, such as videos, podcasts, and tweets. These sources, while not without value, cannot capture the nuance, subtlety, depth, or breadth of ideas developed through complex text.

They did not have to say “if.” The triage for our transliterate generation will be embracing complex text and close reading. Two important tactics that will help teachers get there are purposeful reading and tactile reading.

Purposeful reading requires that teachers give students a reason to read. For instance, suggest that they read a passage “as though you were a king” or “as though you were a serf.” Then ask what part of the passage they pay attention to and for them to show evidence in the text that will support the particular point of view.

Tactile reading is reading with a twist. In the New York State training last month, the phrase drilled into turnkey trainers was “read with a pencil”—what we all did in our print textbooks in college. Close reading requires students to jot notes in the margin, write the gist of the text, and make notations. Closely read passages will be copied, distributed, written upon, digested, discussed, and debated. In digital formats, iPads with apps such as iAnnotate will become increasingly popular to give students the ability to read and react to the text.

Why fluency is important

As great as close reading of complex text may be for instruction, we should not measure independent reading. Also from Appendix A (p.4):

Students need opportunities to stretch their reading abilities but also to experience the satisfaction and pleasure of easy, fluent reading within them, both of which the Standards allow for…. Students deeply interested in a given topic, for example, may engage with texts on that subject across a range of complexity.

Many schools are disregarding reading for pleasure. This illustrates a gross misunderstanding of the goals of CCSS. It is in reading easy material that a student enjoys a book and builds fluency. Dare I suggest that everyone have this paragraph from Appendix A ready for the debates that ensue? For independent reading recommendations, students need to read and enjoy whatever they choose, at whatever level for independent reading. That is how we build lifelong readers.

Paige Jaeger (pjaeger@WSWHEBOCES.org) is coordinator for school library services, Washington Saratoga Warren Hamilton Essex BOCES, Saratoga Springs, NY.

content over coverage

How can teachers and librarians work together to model for students how we talk about texts, how we explore topics of study, and what initiates our inquiry into a topic of interest? Educators have long understood that speaking and listening are essential components of literacy.  But all too often, talking is left out of the curriculum, because talking takes time. With the recent emphasis on testing, we have witnessed too many quiet classrooms, with students silently reading, independent of one another.

To fully access what they are reading, students need time to process it, and that processing is often most effective when done out loud. We need to give students time to dig in and explore, to talk with one another and with adults about what they are reading, to grapple with multiple perspectives, to pose questions, and to examine the writer’s craft.

Fortunately, the Common Core State Standards require that teachers at all grade levels focus on the role of speaking and listening within the language arts and the content areas. Teams of teachers working with librarians can therefore look at their grade span standards and use the Speaking and Listening standards as a tool for meeting the Reading and Writing standards. Each informs the other. Students who talk about what they have read, who use conversation, modeled by their teachers, as a tool to access their reading, are better prepared to do the critical thinking around texts that the CCSS asks of them.

Promote Formal and Informal Conversations

What are some of the ways that school librarians can support student efforts to talk about the nonfiction texts they read? The first step is the recognition that nonfiction texts are not simply fill-in-the-blank resources useful for writing reports or studying for tests. Indeed, the best nonfiction reflects the questing and questioning that the author engaged in while crafting it. Nonfiction is not answers, it is exploration–which readers or listeners are invited to join, whether through swiftly moving, page-turning narrative, or the swell of insights, or vistas of new possibility that it opens. The more go-to favorite nonfiction books that engage, stimulate, and challenge in these ways that you have, the better.

Start your preparation by looking closely at your nonfiction and making subcategories for yourself–this one is an I-couldn’t-put-it-down thriller, that one made me see the world a new way, this one invites readers to join the quest by giving them an expert to identify with, this title is filled with the unforgettable facts my kids will want to share with one another. Then plan a nonfiction story time like a meal: an appetizer of the weird and wacky, a first course of adventure, a hearty main meal of intellectual quest, and a fine dessert of websites and games students can explore on their own. That splendid feast should whet students’ appetites for nonfiction and get them started on the kinds of thinking the Common Core requires of them.

In elementary and middle school, where library is often an integrated arts class, librarian and teacher teams can coordinate the exploration of nonfiction and informational text so that it is aligned with topics, themes, or the types of writing that students are studying in their core class(es). Having a school-wide strategy for implementing the Speaking and Listening standards is as important as having a school-wide strategy for the Reading and Writing standards that often get more attention. Grade level teams can decide which Speaking and Listening standards will be introduced in core classes, and which in the library.  At the high school level, where the library is often a place used by classes for particular academic purposes, librarians can plan with the content area departments on how best to support students in speaking and listening about nonfiction texts.

The following are some general strategies to bring more speaking and listening activities into the school library to support students as they read increasing numbers of nonfiction texts.

Nonfiction Conversation Podcasts

We often ask students to write original book reviews. But what about recording a conversation about a book as a form of book review? Pairs, trios, or even groups of students who have read the same nonfiction book can be recorded, in audio or video, discussing the strengths and weaknesses of the book. Students would first have to prepare their own reactions to the text, and then compare and contrast with one another to establish an outline for their recorded discussion.

Younger students will need more support than older students in this activity, and could create shorter podcasts. Upload the recording to a “Book Conversation” section of your school library webpage, and it is ready to be accessed by other students in the school. Such podcasts are also a way to bring community members into the school. Adults from your community can read the same book as a group of students, and their conversation can be recorded and uploaded.

Service Learning Projects

Coordinate with faculty who conduct service learning projects within the classroom, or in a volunteer or service club that meets before or after school, or at lunch. Students can start by reading nonfiction books and articles to learn more about the issues that they are working on. For example, if students are trying to fight hunger in your community, they can read a title or two on hunger and nutrition. Next, they can look at digital newspaper and magazine articles. Subscription databases have magazine articles for even the youngest of readers. Finally, students can read and discuss the information contained on the websites for various organizations that work to ameliorate the effects of hunger. Students will then synthesize their reading, consider what strategies may work best for organizing a food drive or fundraiser, and write and record a public service announcement that can be played on a community radio station, local cable access station, or both, sharing their knowledge as well as details about their project.

Creating Content for Younger Students

We know that in general, children can understand more complex information if they hear it or have it read aloud to them. Primary grade teachers often lament not having enough material that is developmentally appropriate for children, at a level that their students can read independently. Have the older students in your school research and record content that can be used by the younger children in your school. This can occur during library class or in conjunction with classroom research projects at the different grade levels.

Individually, in pairs, or small groups, students can research a topic, and create their own multimodal digital text to share. A project like this asks students to read and take notes on a topic and to compare and contrast the information and source material through careful discussion and deliberation. They will then have to outline and plan what the text will look like visually, negotiating details and differences, and finally, record their piece.

If posted on the library webpage, younger students will have access to the information. This is a wonderful project for Book Buddies. Of course, careful attention has to be paid to the accuracy of the student work. While doing all of this reading, writing, speaking, and listening, the older researchers will be enacting many of the Common Core State Standards.

Oral Histories

Turn your school library into an Oral History Center. By working with grade level teams, see if there are one or two willing to conduct oral histories as part of language arts/English class and/or in conjunction with social studies or science. Primary grade students can interview close family members or neighbors, while older elementary, middle, and high school students can interview community members in conjunction with specific units of study.

For instance, a high school chemistry class might interview scientists in the area if you have a local research center, university or manufacturing plant. Middle school students studying World War II might interview senior citizens in your area who were children at the time. For resources, go to StoryCorps or the Columbia Center for Oral History.

From left to rt: Myra Zarnowski, Marc Aronson, Mary Ann Cappiello

Eds. note: In last month’s column, “Deconstructing Nonfiction,” the authors considered the types of nonfiction texts, their purposes, and their use in the classroom.

When teachers and librarians consider instructional strategies to improve students’ ability to read nonfiction, they often start with text features. Text features are a central component of book construction, but understanding how they work is not the ultimate goal. Teachers also ask students to consider text structures, the larger format or outline with which the book is written. Text structures are important when considering how a book is constructed, but an understanding of text structures is not the ultimate goal, either. The goal is to teach children how the different elements of a nonfiction book work together to contribute to the overall meaning.

Text Types and Structures of Nonfiction Text

If students are unfamiliar with nonfiction texts, they may assume that every nonfiction book serves the same function. This is not the case. Different types of nonfiction books serve varied purposes. Having an understanding of what those purposes are can help students understand why an author selected a particular structure for the book, and how the two work together to create meaning.

The most common form of nonfiction is the survey, which provides an overview on a topic. Surveys often have nouns as their title. Think “Snakes” or “Africa.” Because there are so many of these books in school libraries, students may expect every nonfiction book to do what a survey does. Students need to know that concept books focus on abstract ideas or classifications, such as life cycles; that specialized nonfiction dives deeply into a precise topic and may draw on primary and secondary source material; and that biographies focus on the life of one or several people.

Identifying the type of book they are about to read can help students develop an understanding of each type’s common traits. When students know what type of nonfiction book they are about to read, they have a sense of the book’s purpose, and can anticipate the range of material within its pages.

Just as there are different kinds of nonfiction texts, there are different types of text structures. Exposition is the most common type, often found in surveys, as it introduces a topic and divides it into subtopics. But some nonfiction titles employ narration, choosing to tell a story. Nonfiction picture storybooks are an example of this, but nonfiction chapter books can also adopt this approach. At times nonfiction takes a linear or chronological structure, and at other times, an external sequence is used, such as the alphabet or numbers, days of the week, or months of the year. Compare-and-contrast, question-and-answer. and problem-solution are other familiar structures.

Having conversations with children about identifying the text type and purpose of a book, as well as its overall structure, will allow them to better understand how print and visual components of a book work together to convey meaning. These conversations will also aid in understanding how the components contribute to meaning-making, strengthening students’ reading and writing.

Examining Text Features Outside, Around, and Inside a Nonfiction Text

Just as there are many ways to structure an entire text in order to give it clarity and coherence, text features can also support comprehension. In Checking Out Nonfiction K-8: Good Choices for Best Learning (Christopher-Gordon Pub., 2000), authors Rosemary A. Bamford and Janice V. Kristo refer to these text features by their location: outside the body of the book, around the text, and inside the text. This is a useful way for educators to discuss with students how the specific parts of a book support and extend its overall design. Since not every book will have all possible text features, be sure to provide a range of materials.

Outside a Nonfiction Text.

Begin by considering these features:

• Table of contents
• Bibliography
• Index
• Glossary

Outside features help readers locate what they want, understand the overall structure of the book, learn the sources used to write it, find additional books to extend their understanding, and enrich or support vocabulary. It’s a good idea to spend some time showing how these features help readers from the start. For example, closely examine the table of contents. Does it reveal the specific topics to be discussed? How are the titles written—as questions, topics, vivid quotes from within the chapter? By stopping to examine a table of contents, readers ready themselves for what is to follow.

Around a Nonfiction Text.

Before delving into the main text, consider how the author has framed the book for the reader by exploring these features:

• Introduction
• Author’s Note
• Illustrator’s Note
• Preface
• Afterward
• Appendix

Around features not only introduce readers to a topic, they also provide additional information about the subject and the author’s experience researching it. By carefully examining an author’s note, for example, students might learn how that person became interested in the topic, the kind of research required to write the book, and what discoveries were made. This information demystifies the process of creating nonfiction and helps readers understand the passion writers have for the topics they investigate.

Inside a nonfiction text.

As you discuss reading a text, explore how these features support the text or extend it by providing additional information:

• Headings and subheadings
• Sidebars and insets
• Photographs and captions
• Diagrams
• Graphs, charts and tables
• Timelines
• Maps

While headings and subheadings can guide students as they read, photographs and captions extend and assist in comprehension. A photograph may show details not included in written text. Captions can go much further by pointing out details, providing additional information beyond the text or the photo, giving opinions, speculating, and posing questions for the reader to think about. It’s a good idea to consider how these features complement and extend the writing.

Both text structure and text features provide ways for writers to organize and introduce information, while keeping the narrative engaging. When we introduce these features of nonfiction to students, they benefit both as readers and writers. Having conversations about texts is a major component of the Common Core State Standards. Discussing how texts are constructed and using examples from quality nonfiction books is both illuminating and essential.

The authors start by outlining legitimate reasons why many teachers express reluctance about getting onboard, such as lack of resources, effects of poverty, and technology challenges. Nevertheless, they recommend that it’s time to put reservations aside, take a positive leap forward, and treat the standards as “gold,” packed with the potential to spark real school reform. Teacher collaboration across and within grades is a key ingredient.

Focused on literacy instruction, Pathways is divided into three main sections: “Reading Standards,” “Writing Standards,” and “Speaking/Listening and Language Standards.” Each begins with a close reading and practical analysis of the related Common Core standards, defining what is and isn’t expected of students and teachers, followed by ideas for implementation.

Collaborative study exercises for teachers are incorporated as needed. Text complexity, “the hallmark of the Common Core State Standards,” and nonfiction reading are given due attention. Readers are assured that the Fountas and Pinnell system for leveling text need not be abandoned, though other methods are cited by the CCSS. And recognizing the challenge of getting more nonfiction (which is not quite so easy to level) into the hands of young readers in a time of squeezed budgets, the authors propose solutions, from adding quality magazines to tapping digital resources. Unfortunately, there’s no mention of drawing on school library resources.

When addressing writing, the authors point out that the CCSS clearly emphasize students’ ability to write evidence-based arguments, and it’s likely that assessments being developed by PARCC and SMARTER Balanced (the authors recommend that teachers become familiar with both agencies) will test those skills. Here the path to instruction and increasing student achievement is not quite so clear-cut, and caution is advised against jumping on packaged materials that promise success. Instead, instruction should begin with evaluating students’ skills (Common-Core-Aligned Performance Assessments for grades K-8 are available at the TCRWP website).

The third piece of the ELA pie, Reading/Listening and Language, is described as clearly intended to make students “independent word solvers and writers and speakers.” Teaching grammar and vocabulary via isolated workbooks isn’t the answer; integrating and developing these skills across the curriculum, as in reading and writing, is a better approach.

Whether or not a school follows the TCRWP model, Pathways analyzes the ELA standards with clarity and makes a convincing case for tapping into the CCSS as a route to thoughtful school reform at a local level spurred by the high expectations of teachers who are committed to honing their craft.

In turn, her students have been guided in the inquiry process and taught how to make connections. They are learning how to develop intriguing questions for further discovery and research, investigate a topic, construct new meanings, develop opinions and supporting arguments, apply new understandings, create final products, and reflect on what they learned. These teaching practices, all of which are called for throughout the CCSS, place this school librarian at the core of education in her school and a model for others to follow.

As Poser’s familiarity and understanding of the Common Core grew, she realized she had an opportunity to take a strong role in the implementation of these new standards. With the ongoing support and encouragement from her principal, Lenny Santamaria, she attended several workshops on the Common Core and alignment with NYC’s Information Fluency Continuum. She began to recognize where the information literacy skills she has taught for the past 17 years merge with the CCSS. She also noticed, however, most educators did not express the same confidence.

Success with teachers and parents

To make inroads, Poser started to share her knowledge of inquiry with staff, parents, and students. She gave a workshop on text complexity for staff and attended curriculum-planning meetings, providing resources and informational text to complement instructional units. She expanded her collaborative relationships and developed engaging projects with new teachers in the school.

She analyzed the collection and looked at how to enhance it. The shift to Common Core called for more non-fiction texts, and Poser thought outside the box when it came to expanding the library’s collection. She won a grant for a specialized collection on the American presidency that provided $5,000 for new materials. Then she developed a collaborative inquiry unit with the art teacher around the new collection, introducing students to primary sources, speeches, policies, and biographies of these U.S. leaders.

Meanwhile, Poser created book displays thoughtfully highlighting engaging nonfiction at varying reading levels. The titles circulate often and change regularly, focusing on Poser’s Picks of the Month, which features tie-ins across subject areas with both fiction and nonfiction.

Collaborating with the principal and parent coordinator, Poser helped create an informational pamphlet for parents that explains the Common Core and highlights the resources available through the library. Additionally, she facilitated a workshop at a PTA meeting, introducing parents to the library’s website, walking them through databases, and demonstrating how to use the online catalog from home. She even showed them how to cite sources.

Poser also developed new programming that reached out to parents and students, inviting them after school hours to Warm Up with a Good Book and Vote for Books. Both programs focused on nonfiction titles and brought parents into the physical library space, helping them make connections with their children and the resources available to support the Common Core.

Real-world connections

The Common Core forces students to connect ideas outside of the classroom to the real world. To meet the standards, students and teachers need to develop new dynamics like the ones modeled by Poser. They also require us all to overcome the angst that these changes make many educators feel. Librarians like Christine Poser are key to a successful transition. With the support of administrators, they can have a huge impact on the implementation of the new standards.

Melissa Jacobs-Israel (Mjacobs7@schools.nyc.gov) is Coordinator, NYC School Library System, NYC Department of Education, Office of Library Services. To submit an On Common Core opinion piece, please contact Rebecca T. Miller at rmiller@mediasourceinc.com.

Bruce Coville accepting the Empire State Award for Excellence in Literature for Young People. Photo by Sara Kelly Johns.

Following in the footsteps of Maurice Sendak, Linda Sue Park, and Madeleine L’Engle, Bruce Coville became the twenty-third recipient of the Empire State Award for Excellence in Literature for Young People at the New York Library Association (NYLA) annual conference in Saratoga Springs, NY, earlier this month.

“Receiving this award validates humor,” said Coville. His numerous series for children include “My Teacher Is an Alien,” “Space Brat” (both S & S), and “Nina Tanleven” (Random).

Coville, a resident of Syracuse, NY, has written over 100 books for young people, and he and Elizabeth Levy recently coauthored Amber Brown Is Tickled Pink (Putnam, 2012), a tribute to Amber’s creator, the late Paula Danzinger. Coville is also the founder of Full Cast Audio, a company that creates unabridged recordings of great books for young people.

“Children are worth our best efforts,” he said, underscoring his conviction that society should put more resources toward young people, including through libraries. Teachers and librarians should be paid on the same scale as ballplayers, and vice versa, Coville said.

Given annually by the Youth Services Section of the NYLA, the award acknowledges a  body of work by a living author or illustrator residing in the state.

During the ceremony, Coville read a poem he had written, “Ripples.” Featured in the anthology Dare To Dream…Change the World (Kane/Miller, 2012), the poem explores how a single action can have a ripple effect—an enormous, positive impact.

Giving a child a book is such an action, Coville said, reading a letter from a woman who as a 10 year old had read his book My Teacher Flunked the Planet (S & S, 1992), about a group of children touring the globe with a mission to save the earth. The woman attributed her decision to join the Peace Corps and to work in Kenya to reading Coville’s book.

On the Common Core State Standards, Coville defended the use of fiction in the classroom, explaining that empathy can be taught through story. Children fear the unknown, he said, and through fiction, they can experience and understand those whose situations are dissimilar from their own.

“Bruce Coville is a great choice for this award,” said Joyce R. Laiosa, president of the Youth Services Section of NYLA. “He knows that stories draw young people to reading.”

Preschool-Grade 4

CARRAWAY, Rose. Chickens on the Farm. ISBN 978-1-4339-7344-4; ISBN 978-1-4339-7347-5. LC 2012003022.
–––– . Cows on the Farm. ISBN 978-1-4339-7348-2; ISBN 978-1-4339-7351-2. LC 2011051822.
–––– . Goats on the Farm. ISBN 978-1-4339-7352-9; ISBN 978-1-4339-7355-0. LC 2012003050.
–––– . Horses on the Farm. ISBN 978-1-4339-7356-7; ISBN 978-1-4339-7359-8. LC 2012003021.
–––– . Pigs on the Farm. ISBN 978-1-4339-7360-4; ISBN 978-1-4339-7363-5. LC 2011051821.
–––– . Sheep on the Farm. ISBN 978-1-4339-7364-2; ISBN 978-1-4339-7367-3. LC 2011051820.
ea vol: 24p. (Farm Animals Series). photos. glossary. index. CIP. Gareth Stevens. 2012. PLB $22.60; ebook $22.60.
PreS-Gr 1–While these are serviceable introductions to popular animals, there is nothing about the volumes that stands out. Each spread includes a photograph and one or two sentences. The scope of coverage is inconsistent: while most of the titles address the animal’s diet, physical description, and a bit about daily life, Horses focuses largely on physical attributes and horseback riding, and does not mention diet at all. The picture glossaries in all the books show close-ups of two or three images. The included words are not necessarily the most important; they are the ones that photograph most easily. Rourke’s “Farm Animals” (2011) offers a more engaging and even introduction to farm animals and life.

CLEARY, Brian P. Butterfly, Flea, Beetle, and Bee: What Is an Insect? ISBN 978-0-7613-6208-1; ISBN 978-1-4677-0336-9; ISBN 978-1-4677-0116-7. LC 2011044871.
–––– . Catfish, Cod, Salmon, and Scrod: What Is a Fish? ISBN 978-0-7613-6211-1; ISBN 978-1-4677-0337-6; ISBN 978-1-4677-0115-0. LC 2011050200.
–––– . Dolphin, Fox, Hippo, and Ox: What Is a Mammal? ISBN 978-0-7613-6206-7; ISBN 978-1-4677-0338-3; ISBN 978-1-4677-0117-4. LC 2011044870.
–––– . Salamander, Frog, and Polliwog: What Is an Amphibian? ISBN 978-0-7613-6209-8; ISBN 978-1-4677-0339-0; ISBN 978-1-4677-0113-6. LC 2011050202.
–––– . Sparrow, Eagle, Penguin, and Seagull: What Is a Bird? ISBN 978-0-7613-6207-4; ISBN 978-1-4677-0340-6; ISBN 978-1-4677-0114-3. LC 2011050203.
–––– . Tortoise, Tress Snake, Gator, and Sea Snake: What Is a Reptile? ISBN 978-0-7613-6210-4; ISBN 978-1-4677-0341-3; ISBN 978-1-4677-0118-1. LC 2011044869.
ea vol: illus. by Martin Goneau. 32p. (Animal Groups Are CATegorical Series). CIP. Millbrook. 2012. PLB $26.60; pap. $7.95; ebook $19.95.
Gr 1-3–Those CATegorical felines are back. This time they turn their attention to the characteristics of mammals, reptiles, amphibians, birds, insects, and fish. The energetic rhyming text and zany cartoon illustrations will captivate students and make it fun to learn about what makes each group distinctive. Goneau’s cartoon creatures nicely complement the facts that Cleary imparts in his rhythmic narrative, and in several cases, labels are included in the illustrations to reinforce a point. Each volume concludes with two pages summarizing the key characteristics of the animal class under discussion. Solid additions to the series.

HEAD, Honor. Cats. ISBN 978-1-59920-698-1. LC 2011035939.
MORGAN, Sally. Birds. ISBN 978-1-59920-697-4. LC 2012000147.
–––– . Dogs. ISBN 978-1-59920-699-8. LC 2011024871.
–––– . Gerbils and Hamsters. ISBN 978-1-59920-701-8. LC 2012000148.
–––– . Horses. ISBN 978-1-59920-702-5. LC 2011040183.
–––– . Lizards and Snakes. ISBN 978-1-59920-704-9. LC 2011025317.
–––– . Rabbits. ISBN 978-1-59920-700-1. LC 2011041239.
–––– . Rats and Mice. ISBN 978-1-59920-703-2. LC 2011038275.
ea vol: 32p. (Pets Plus Series). photos. glossary. index. websites. CIP. Smart Apple Media. 2012. PLB $28.50.
Gr 2-5–Be they interested in ever-popular dogs and cats or more exotic creatures, these guides will help readers make thoughtful decisions about whether or not they are ready for pet ownership. Starting with a comparison of the domesticated animal to its wild relatives, each volume discusses the variety of breeds, sizes, and temperaments. Detailed instructions explain how to best prepare to adopt and care for an animal, including information on diet, exercise, and symptoms that require medical attention. Abundant color photographs with captions show ethnically diverse children and numerous creatures. Subheadings and text boxes break up the narratives into manageable chunks. The volumes conclude with quizzes and checklists, reinforcing owners’ responsibilities. Broader in scope than the “A Pet’s Life” series (Heinemann), this offering is a solid choice for libraries looking for updates.

HOWARD, Fran. Parrots. ISBN 978-1-4296-8685-3. LC 2012008041.
MCCARTHY, Cecilia Pinto. Hawks. ISBN 978-1-4296-8607-5. LC 2012002140.
–––– . Vultures. ISBN 978-1-4296-8608-2. LC 2012002142.
NORRIS, Ashley P. Watson. Falcons. ISBN 978-1-4296-8606-8. LC 2012002160.
RICHARDSON, Adele D. Eagles. ISBN 978-1-4296-8683-9. LC 2012007511.
–––– . Owls. ISBN 978-1-4296-8684-6. LC 2012007512.
ea vol: 24p. (First Facts: Birds Series). map. photos. further reading. glossary. index. websites. CIP. Capstone. 2012. PLB $24.65.
Gr 1-3-Report writers and casual browsers will enjoy this series. Each volume begins with an introduction and a labeled photograph of the featured bird. It then covers the subject’s physical appearance, habitat, diet, and life cycle. Content vocabulary appears in bold, with words defined both on the pages on which they appear and in the glossary. Plentiful, crisp color photographs show different species within the order, and the lively narratives are suitable for primary grades. One minor quibble: fact boxes that give interesting tidbits about the various animals do not always match the creatures that are pictured on accompanying pages. Otherwise, these are well-organized and useful guides.

KASPAR, Anna. What’s a Bird?. ISBN 978-1-4488-6136-1; ISBN 978-1-4488-6480-5. LC 2011016909.
–––– . What’s a Fish? ISBN 978-1-4488-6135-4; ISBN 978-1-4488-6479-9. LC 2011017101.
–––– . What’s a Mammal? ISBN 978-1-4488-6137-8; ISBN 978-1-4488-6481-2. LC 2011017107.
–––– . What’s a Reptile? ISBN 978-1-4488-6134-7; ISBN 978-1-4488-6478-2. LC 2011016910.
–––– . What’s an Amphibian? ISBN 978-1-4488-6138-5; ISBN 978-1-4488-6482-9. LC 2011002459.
–––– . What’s an Insect? ISBN 978-1-4488-6139-2; ISBN 978-1-4488-6483-6. LC 2011023952.
ea vol: 24p. (All About Animals Series). photos. glossary. index. websites. CIP. Rosen/PowerKids Pr. 2012. PLB $22.60; ebook $22.60.
K-Gr 1-Each spread in this set includes a close-up color photograph and one or two sentences of accompanying text. The first several pages explain the key characteristics of the featured group. For example, Amphibian states, “Most amphibians have wet skin” and Fish says, “All fish live in water. Fish are covered in scales.” The remaining pages give examples of different creatures in the subject category. All the books end abruptly with no conclusions. The “Words to Know” sections may confuse children; rather than defining words, they simply include zoomed-in shots of the pictures that correspond with the pages where the words can be found. Stick with Lerner’s “Lightning Bolt Books: Meet the Animal Groups” series (2009) for a better beginning-reader set.

KUSKOWSKI, Alex. A Flock of Sheep: Animal Groups on the Farm. ISBN 978-1-61783-538-4; ISBN 978-1-61480-089-7. LC 2012009029.
–––– . A Gaggle of Geese: Animal Groups on Lakes & Rivers. ISBN 978-1-61783-540-7; ISBN 978-1-61480-091-0. LC 2012009031.
–––– . A Herd of Deer: Animal Groups in the Forest. ISBN 978-1-61783-539-1; ISBN 978-1-61480-090-3. LC 2012009030.
–––– . A School of Fish: Animal Groups in the Ocean. ISBN 978-1-61783-541-4; ISBN 978-1-61480-092-7. LC 2012009032.
–––– . A Streak of Tigers: Animal Groups in the Jungle. ISBN 978-1-61783-542-1; ISBN 978-1-61480-093-4. LC 2012009607 .
–––– . A Zeal of Zebras: Animal Groups on an African Safari. ISBN 978-1-61783-543-8; ISBN 978-1-61480-094-1. LC 2012009608.
ea vol: 24p. (Animal Groups Series). photos. glossary. CIP. ABDO/SandCastle. 2012. PLB $22.78; ebook $22.78.
K-Gr 2–Each volume highlights interesting animal groups and devotes itself to a particular type of habitat–jungle, forest, farm, etc.–showing young readers several animals that call that place home. After a general introduction about the benefits of living together, each spread shares what a particular animal group is called. For example, children will learn that owls gather in a “parliament,” bears form a “sleuth,” and frogs get together in a “colony.” The accompanying sentences offer an interesting tidbit or two against the backdrop of a dramatic clear color photo of the animal being discussed. While these titles are not detailed enough for research projects, they have high appeal for browsers, and they lend themselves well to classroom discussions of collective nouns.

MARKOVICS, Joyce. Jaguarundi: Otter Cat. ISBN 978-1-61772-579-1; ISBN 978-1-61772-611-8. LC 2012009600.
–––– . Ringtail: Miner’s Cat. ISBN 978-1-61772-580-7; ISBN 978-1-61772-612-5. LC 2012007085.
–––– . White-Nosed Coati: Raccoon’s Cousin. ISBN 978-1-61772-581-4; ISBN 978-1-61772-614-9. LC 2012016961.
PERSON, Stephen. Collared Peccary: Cactus Eater. ISBN 978-1-61772-571-5; ISBN 978-1-61772-609-5. LC 2012009601.
–––– . Cougar: A Cat with Many Names. ISBN 978-1-61772-569-2; ISBN 978-1-61772-610-1. LC 2012003342.
–––– . Roseate Spoonbill: Pretty in Pink. ISBN 978-1-61772-570-8; ISBN 978-1-61772-613-2. LC 2012014338.
ea vol: 32p. (America’s Hidden Animal Treasures Series). chart. maps. photos. bibliog. further reading. glossary. index. websites. CIP. Bearport. 2012. PLB $26.60; ebook $33.27.
Gr 3-5–This set highlights some of the lesser-known animals with whom we share our country. While students may have some familiarity with cougars, they are less likely to have heard of the other creatures. Each volume starts with a high-interest story and goes on to describe its subject’s habitat, physical traits, diet, and family. Engaging narratives are interspersed with numerous captioned color photos and text boxes. The vocabulary is rich. For example, Jaguarundi introduces the concept of extirpation and Cougar discusses expansion. The habitat loss that threatens each of these species is a common topic, and the tone encourages a thoughtful approach toward the environment.

METZ, Lorijo. Arabian Horses. ISBN 978-1-4488-7426-2; ISBN 978-1-4488-7653-2. LC 2011045704.
–––– . Clydesdales. ISBN 978-1-4488 -
7427- 9; ISBN 978-1-4488-7654-9. LC 2011049579.
–––– . Friesians. ISBN 978-1-4488-7431-6; ISBN 978-1-4488-7658-7. LC 2011052883.
–––– . Lipizzans. ISBN 978-1-4488-7428-6; ISBN 978-1-4488-7655-6. LC 2011051490.
–––– . Lusitanos. ISBN 978-1-4488-7430-9; ISBN 978-1-4488-7657-0. LC 20110
51872.
–––– . Thoroughbreds. ISBN 978-1-4488-7429-3; ISBN 978-1-4488-7656-3. LC 2011051488.
ea vol: 24p. (The World of Horses Series). photos. glossary. index. websites. CIP. Rosen/PowerKids Pr. 2012. PLB $22.60; ebook $22.60.
Gr 2-5–Each volume covers the breed’s physical characteristics, history, and what it is known for today. While young horse enthusiasts will enjoy the abundant photographs, this series is not without problems. Photographs and captions do not always relate to the accompanying text, and the narrative flow can be choppy. The glossaries are incomplete, e.g., Lusitanos discusses but does not fully explain the concepts of “the airs above the ground” jumps and “working equitation.” Friesians incorrectly states that a studbook for the Friesian horse was started in the Netherlands in 1897 rather than in 1879. Overall, the “Horse Breed Roundup” series (Children’s Press) is a better choice.

OLDFIELD, Dawn Bluemel. Water Frog Polliwogs. ISBN 978-1-61772-606-4; ISBN 978-1-61772-637-8. LC 2012012473.
OWEN, Ruth. Manatee Calves. ISBN 978-1-61772-599-9; ISBN 978-1-61772-630-9. LC 2012020366.
–––– . Orca Calves. ISBN 978-1-61772-600-2; ISBN 978-1-61772-631-6. LC 2012012880.
–––– . Penguin Chicks. ISBN 978-1-61772-602-6; ISBN 978-1-61772-633-0. LC 2012009605.
–––– . Sea Otter Pups. ISBN 978-1-61772-601-9; ISBN 978-1-61772-632-3. LC 2012007274.
–––– . Sea Turtle Hatchlings. ISBN 978-1-61772-603-3; ISBN 978-1-61772-634-7. LC 2012012881.
–––– . Seahorse Fry. ISBN 978-1-61772-604-0; ISBN 978-1-61772-635-4. LC 2012021238.
–––– . Seal Pups. ISBN 978-1-61772-605-7; ISBN 978-1-61772-636-1. LC 2012017875.
ea vol: 24p. (Water Babies Series). diag. map. photos. further reading. glossary. index. websites. CIP. Bearport. 2012. PLB $21.32; ebook $27.99.
K-Gr 2–The primary-grade crowd will love this early fluent reader series that discusses the infancy and development from birth to adulthood of various water animals. Physicality at each stage, diet, and social structure are addressed; predators are not mentioned in all of the volumes. Clearly labeled photographs complement the texts; words that are defined in the glossaries appear in bold in the narratives; and the glossaries include both definitions and photographs. The vocabulary is more complex than that found in many beginning-reader series, but each volume is chock full of fascinating facts. A map highlights where each animal lives. This series is a standout.

RIGGS, Kate. Dolphins. ISBN 978-1-60818-274-9. LC 2011044739.
–––– . Elephants. ISBN 978-1-60818-275-6. LC 2011044740.
–––– . Giraffes. ISBN 978-1-60818-276-3. LC 2011044741.
–––– . Lions. ISBN 978-1-60818-277-0. LC 2011044742.
–––– . Monkeys. ISBN 978-1-60818-278-7. LC 2011044743.
–––– . Penguins. ISBN 978-1-60818-279-4. LC 2011044744.
ea vol: 24p. (Seedlings Series). diag. photos. further reading. glossary. index. websites. CIP. Creative Education. 2012. PLB $22.80.
PreS-Gr 1–Introductions to animals of the wild. In each volume, spreads pair eye-catching color photographs with a few simple sentences in large font. Potentially unfamiliar words are shown in different colors and are defined in the back matter’s “Words to Know.” While the set does not go into extensive detail, it does a good job of covering the basics of each animal’s habitat, diet, physical description, and social interactions. The titles conclude with close-up photographs of the subjects with labeled body parts. The rhythmic text lends itself nicely to being read aloud, and the crisp layout offers a solid opportunity to start introducing nonfiction features.

SCHUETZ, Kari. Amphibians. ISBN 978-1-60014-771-5. LC 2012000936.
–––– . Insects. ISBN 978-1-60014-774-6. LC 2012000964.
–––– . Mammals. ISBN 978-1-60014-775-3. LC 2011053040.
–––– . Reptiles. ISBN 978-1-60014-776-0. LC 2011053036.
ea vol: 24p. (Blastoff! Readers: Animal Classes Series). diags. photos. further reading. glossary. index. websites. CIP. Bellwether Media. 2012. PLB $22.95.
Gr 1-3–These volumes begin by explaining that “all animals belong to the animal kingdom.” A diagram then gives examples of the classes of animals that are vertebrates and those that are invertebrates. Common shared characteristics are covered, and the bright color photos pop off the pages. Although phyla, order, family, genus, and species are not mentioned specifically, Reptiles and Mammals both discuss how their classes are broken down into smaller groups. Record-breakers (largest, smallest, fastest, etc.) are listed at the end of each volume. Thorough glossaries are included, and the lists of further reading are adequate. The generic Factsurfer website suggested in each title offers a mixed bag for children wanting to find out more on the Internet. Serviceable introductions.

Grades 5 & Up

CLAYBOURNE, Anna. A Colony of Ants and Other Insect Groups. ISBN 978-1-4329-6480-1; ISBN 978-1-4329-6487-0. LC 2011038136.
–––– . A Pack of Wolves and Other Canine Groups. chart. ISBN 978-1-4329-6482-5; ISBN 978-1-4329-6489-4. LC 2011038138.
HUNT, Jilly. A Rookery of Penguins and Other Bird Groups. ISBN 978-1-4329-6484-9; ISBN 978-1-4329-6491-7. LC 2011038178.
SPILSBURY, Louise. A Mob of Meerkats and Other Mammal Groups. ISBN 978-1-4329-6481-8; ISBN 978-1-4329-6488-7. LC 2011038137.
SPILSBURY, Richard. A Pod of Dolphins and Other Sea Mammal Groups. ISBN 978-1-4329-6483-2; ISBN 978-1-4329-6490-0. LC 2011038140.
–––– . A Troop of Chimpanzees and Other Primate Groups. ISBN 978-1-4329-6485-6; ISBN 978-1-4329-6492-4. LC 2011038180.
ea vol: 48p. (Animals in Groups Series). diags. map. photos. further reading. glossary. index. websites. CIP. Heinemann. 2012. PLB $32.65; pap. $8.99.
Gr 3-6–This series is chock-full of information, presented in an engaging format. The focus is on how and why certain animals form groups. Within that context, readers will come away with plenty of facts about the creatures’ physical characteristics, diet, habitat, social behavior, and predators. While each title promises information on other groups, the titular animal gets the limelight: a couple of others are briefly mentioned in each volume, mainly for comparison. The text is nicely sized and interspersed with captioned, eye-catching photographs. Text boxes offer additional tidbits, including information about human interaction and endangered habitats. Each volume contains a helpful food-web diagram along with abundant back matter. Solid choices for libraries looking for report-writing or browsing materials for middle grade students.

Deserts and Scrublands. ISBN 978-0-7166-0445-7. LC 2012005834.
Grasslands. ISBN 978-0-7166-0446-4. LC 2012005836.
Mountains and Polar Regions. ISBN 978-0-7166-0448-8. LC 2012005837.
Oceans. ISBN 978-0-7166-0447-1. LC 2012005838.
Rivers, Lakes, and Wetlands. ISBN 978-0-7166-0442-6. LC 2012005840.
Savannas. ISBN 978-0-7166-0443-3. LC 2012005841.
Seasonal Forests. ISBN 978-0-7166-0444-0. LC 2012005842.
Tropical Regions and Rain Forests. ISBN 978-0-7166-0449-5. LC 2012005839.
ea vol: 48p. (Animals and Their Habitats Series). diags. illus. maps. photos. further reading. glossary. index. websites. CIP. World Book. 2012. PLB Price for series $179.
Gr 3-7–While the idea of organizing animals by habitat is commendable, this series falls short. A rather lackluster introduction defines the habitat and shows a world map with the specific areas highlighted, followed by the rest of the volume with a page devoted for each of 40 animals. Each creature is presented with a crisp color photo, a labeled illustration, vital statistics, and a size comparison, as well as an individualized habitat map–which is not particularly helpful as it doesn’t highlight the specific areas mentioned in the caption. Italicized words are defined within the texts. The series as a whole does not mention biomes or the biosphere, and there are some editorial missteps. For instance, the aardwolf’s inclusion in Deserts seems out of place given that the narrative states, “the animal lives only in grassland and savanna areas,” and steppe is misspelled as “steepe” on three different occasions in the Grasslands glossary.

HARRIS, Tim, ed. Chimpanzees. map. ISBN 978-1-78121-001-7.
–––– . Dolphins. diag. ISBN 978-1-78121-002-4.
–––– . Elephants. illus. map. ISBN 978-1-78121-003-1.
–––– . Lions. diag. map. ISBN 978-1-78121-004-8.
–––– . Penguins. diag. map. ISBN 978-1-78121-005-5.
–––– . Wolves. map. ISBN 978-1-78121-006-2.
ea vol: 32p. (Animal Families Series). photos. further reading. glossary. index. websites. Brown Bear Bks. 2012. PLB $28.50.
Gr 4-7–This series focuses on animal interactions within family units or social groups, but it also covers physical descriptions, diets, habitats, and life cycles. The content is detailed enough to appeal to report writers, but the flow can be disjointed, and spelling and grammatical errors are distracting. There are several disconcerting examples of anthropomorphism. For example, in Chimpanzees the text says, “From the age of about 10, a female chimp knows she can win useful friends among the males in a group by mating with them. When she comes into breeding condition every month, she starts getting friendly with high-ranking males.” Photos are plentiful, and back matter is thorough, although the texts do not bold words that are defined in the glossaries.

There are five standouts in this season’s series. Creative Education’s “Seedlings” and Bearport’s “Water Babies” will fascinate younger readers. Smart Apple’s “Pets Plus” is full of useful information for middle elementary students who are considering pet ownership and Bearport’s “America’s Hidden Animal Treasures” offers a thoughtful approach to how we can protect animals that are rapidly disappearing from our backyard. Older elementary students will find solid research material with appealing presentations in Heinemann’s “Animals in Groups.” The various series that introduce the concept of animal classification are all informative, but are otherwise not notable. Capstone’s “First Facts: Birds” and ABDO’s “Animal Groups” are solid additions if these areas need to be updated.

With the implementation of Common Core State Standards (CCSS), the need for informational books has increased; math volumes must satisfy both the language arts informational text standards and the mathematics standards. However, publishers need to avoid rushing series to press at the expense of providing educational material that engages young readers. Most of the sets reviewed here can find places in classrooms as solid introductory materials or supplemental resources, but few of them will actually independently pique readers’ curiosity and enthusiasm.

Preschool-Grade 4

BRENNAN, Linda Crotta. Banking. ISBN 978-16147-32396. LC 2012932816.
–––– . Bartering. ISBN 978-16147-32402. LC 2012932817.
–––– . The History of Money. ISBN 978-16147-32457. LC 2012932823.
–––– . Managing Money. ISBN 978-16147-32419. LC 2012932818.
–––– . Payment Methods. ISBN 978-16147-32426. LC 2012932820.
–––– . The Stock Market. ISBN 978-16147-32464. LC 2012932828.
–––– . Supply and Demand. ISBN 978-16147-32433. LC 2012932821.
–––– . Taxes. ISBN 978-16147-32440. LC 2012932822.
ea vol: illus. by Rowan Barnes-Murphy. 24p. (Simple Economics Series). further reading. glossary. index. websites. The Child’s World. 2012. PLB $27.07.
Gr 2-5–This series follows two fictional entrepreneurs, Tomás and Mia, as they learn about money through their successful lemonade stand. The information is solid and the texts are clearly written. The books are presented as separate stories, but a complete picture is formed when they are read as a set. Most of the information is imparted through dialogue between Tomás, Mia, and Tomás’s Uncle Tito, with other characters playing minor roles. Additional facts displayed in dollar-bill text boxes fill in the gaps. For example, “The Federal Deposit Insurance Corporation, or FDIC, is an insurance program for banks.” Illustrations are pleasing, and readers will enjoy the informal approach. These are top-notch resources for the classroom and great reads for students wanting to start their own lemonade stands.

HUTMACHER, Kimberly M. Hours. ISBN 978-1-4296-8577-1; ISBN 978-1-4296-9350-9. LC 2012004668.
–––– . Minutes. ISBN 978-1-4296-8576-4; ISBN 978-1-4296-9352-3. LC 2012004669.
–––– . Seconds. ISBN 978-1-4296-8575-7; ISBN 978-1-4296-9354-7. LC 2012004670.
ea vol: 24p. (Pebble Books: It’s About Time Series). photos. further reading. glossary. index. websites. CIP. Capstone. 2012. PLB $21.32; pap. $5.95.
K-Gr 1–These rhyming volumes do not teach students how to tell time; rather, they try to help them understand the abstract concept. The books begin by asking what a second, minute, or hour is and go on to explain more about the subject. Each spread contains a clear color photo on the left and a four-line rhyme on the right, which can sometimes be awkward. For example, “Digital clocks have no hands./Only numbers in a line./Minutes come after the colon./Now we can tell the time!” Analog and digital clocks are briefly covered, and remaining pages are devoted to examples of how long a second, minute, or hour is, such as a second passes when “You clap your hands./Stomp your feet./Snap your fingers./Drum a beat.” A few examples are questionable (e.g., Minutes states children can “Practice math” in a minute), but overall they will provide fodder for classroom discussion.

MURRAY, Aaron R. Counting in the Desert 1-2-3. ISBN 978-0-7660-4051-9. LC 2011037459.
–––– . Counting in the Forest 1-2-3. ISBN 978-0-7660-4053-3. LC 2011039556.
–––– . Counting in the Grasslands 1-2-3. ISBN 978-0-7660-4054-0. LC 2011037460 .
–––– . Counting in the Oceans 1-2-3. ISBN 978-0-7660-4052-6. LC 2011038121.
–––– . Counting in the Rain Forest 1-2-3. ISBN 978-0-7660-4055-7. LC 2011039557.
–––– . Counting in the Tundra 1-2-3. ISBN 978-0-7660-4056-4. LC 2011039560.
ea vol: 24p. (All About Counting in the Biomes Series). photos. further reading. index. websites. CIP. Enslow Elementary. 2012. PLB $21.26.
PreS-K–These small books ask children to count to 10. Each number is given its own spread. A colorful photo of creatures, objects, landscapes, or plants on the left faces a large number with a description, such as “Five eggs” or “Two big claws.” The objects to count vary: sometimes children count whole animals, but other times they count parts, such as cactus arms or paws. These titles are so basic that students will have no trouble using them on their own, except for the couple of photos where the animals are close together and one may be missed at first pass. Many of the stock photos are captioned and show natural wildlife scenes. These volumes may give new readers additional opportunities to learn their numbers, but they’re not particularly notable.

NELSON, Robin. Let’s Make a Bar Graph. ISBN 978-0-7613-8972-9; ISBN 978-1-4677-0065-8. LC 2011044696.
–––– . Let’s Make a Circle Graph. ISBN 978-0-7613-8974-3; ISBN 978-1-4677-0067-2. LC 2011045060.
–––– . Let’s Make a Picture Graph. ISBN 978-0-7613-8973-6; ISBN 978-1-4677-0066-5. LC 2011044697.
–––– . Let’s Make a Tally Chart. ISBN 978-0-7613-8975-0; ISBN 978-1-4677-0068-9. LC 2011044875.
ea vol: 24p. (First Step Nonfiction: Graph It! Series). illus. photos. glossary. index. CIP. Lerner. 2012. PLB $22.60; ebook $16.95.
K-Gr 2–These basic books provide step-by-step instructions for creating graphs. Nelson features a set of characters with a task to accomplish. For example, in Picture Graph, three children “wanted to show how many apples they picked.” The instructions are clearly written and the illustrations that support the creation of the graphs are helpful. The photos attempting to show the kids in real-life situations can look a bit staged. Circle Graph is the weakest of the set, as it is too simplistic; the data is too easily divided to give students a full understanding. Each title contains a spread that tests children’s knowledge and another that gives them a recap of how to create the featured graph or more information. The questions require appropriate advanced math thinking and will challenge the youngest in the targeted age group. Overall, these books provide strong simple instructions and will give teachers solid supplemental material when teaching graphing.

RISSMAN, Rebecca. Counting at Home. ISBN 978-1-4329-6694-2; ISBN 978-1-4329-6699-7. LC 2011046705.
–––– . Counting at the Park. ISBN 978-1-4329-6695-9; ISBN 978-1-4329-6700-0. LC 2011046706.
–––– . Counting in the Forest. ISBN 978-1-4329-6693-5; ISBN 978-1-4329-6698-0. LC 2011046704.
–––– . Counting in the Ocean. ISBN 978-1-4329-6696-6; ISBN 978-1-4329-6701-7. LC 2011046707.
ea vol: 24p. (I Can Count! Series). illus. photos. index. CIP. Capstone/Raintree. 2012. PLB $24.50; pap. $8.95.
PreS-K–These bright books encourage readers to count to 20. Each page represents one number and maintains the same word pattern (e.g., “Can you count seven basketballs, scattered around this court?” and “Can you count six tiny shrimp, underneath this rock?”). The pages all have a number line at the top, with an arrow pointing to the featured number. Photos of items, plants, and creatures are imposed on top of background drawings. Unfortunately, the illustrations suffer from lack of variety; on many of the pages the same photos are used repeatedly, usually in different sizes or facing different directions. Children will enjoy counting the objects with an adult, but those reading alone may lose interest quickly due to the repetition.

VOGEL, Julia. Measuring Length. ISBN 978-16147-32792. LC 2012933661.
–––– . Measuring Temperature. ISBN 978-16147-32808. LC 2012933668.
–––– . Measuring Time: The Calendar. ISBN 978-16147-32815. LC 2012933669.
–––– . Measuring Time: The Clock. ISBN 978-16147-32822. LC 2012933671.
–––– . Measuring Volume. ISBN 978-16147-32839. LC 2012933675.
–––– . Measuring Weight. ISBN 978-16147-32846. LC 2012933674.
ea vol: illus. by Luanne Marten. 24p. (Simple Measurement Series). photos. further reading. glossary. index. websites. The Child’s World. 2012. PLB $27.07.

Gr 1-3–This series includes historical information and facts about the use of different kinds of measurement; it is not a how-to set. On each spread, short paragraphs face an illustration or photo. The material begins with a history of the measurement. For example, Length explains that “Before people had standard tools for measuring, they used body parts.” The colorful illustrations are pleasant, but do not provide additional information. The short glossaries contain four to six words with pronunciation guides. The volumes stress the importance of standards in measurement and are thorough in covering different systems (metric and U.S. customary systems, Fahrenheit and Celsius, etc.) from around the world. Although these titles are not particularly memorable, they could facilitate good segues into meaningful classroom activities.

WAXMAN, Laura Hamilton. Cones. ISBN 978-1-61641-872-4; ISBN 978-1-61478-853-9. LC 2012007114.
–––– . Cubes. ISBN 978-1-61641-873-1; ISBN 978-1-61478-854-6. LC 2012007115.
–––– . Cylinders. ISBN 978-1-61641-874-8; ISBN 978-1-61478-855-3. LC 2012007116.
–––– .  Prisms. ISBN 978-1-61641-875-5; ISBN 978-1-61478-856-0. LC 2012007117.
–––– . Pyramids. ISBN 978-1-61641-876-2; ISBN 978-1-61478-857-7. LC 2012007119.
–––– . Spheres. ISBN 978-1-61641-877-9; ISBN 978-1-61478-858-4. LC 2012007120.
ea vol: illus. by Kathryn Mitter. 24p. (Everyday 3-D Shapes Series). glossary. CIP. ABDO/Magic Wagon. 2012. PLB $27.07; ebook $27.07.
K-Gr-2–This series attempts to provide a basic introduction to shapes, but it has mixed results. Each spread has a drawing of happy kids in common places: home, school, playground, etc. The illustrations are pleasing to the eye with good use of color. However, in some spreads the featured shape doesn’t appear often. The volumes consist of rhyming couplets–“Let’s have a party with tea for two./Cube table and chairs for me and you.” The texts focus more on asking readers to find shapes than providing clear definitions; their attempts to be catchy may make it difficult for children to learn much. These titles may be useful for one-on–one work with students, but could confuse independent readers.

Grades 5 & Up

WOODFORD, Chris. Area. map. ISBN 978-1-4339-7433-5; ISBN 978-1-4339-7436-6. LC 2011045528.
–––– . Distance. ISBN 978-1-4339-7437-3; ISBN 978-1-4339-7440-3. LC 2011052766.
–––– .  Height. map. ISBN 978-1-4339-7441-0; ISBN 978-1-4339-7444-1. LC 2011045527.
–––– . Speed. ISBN 978-1-4339-7445-8; ISBN 978-1-4339-7448-9. LC 2011049256.
–––– . Temperature. ISBN 978-1-4339-7449-6; ISBN 978-1-4339-7452-6. LC 2011049255.
–––– . Time. map. ISBN 978-1-4339-7453-3; ISBN 978-1-4339-7456-4. LC 2011052968.
–––– . Volume. ISBN 978-1-4339-7457-1; ISBN 978-1-4339-7460-1. LC 2011045525.
–––– . Weight. ISBN 978-1-4339-7461-8; ISBN 978-1-4339-7464-9. LC 2011045524.
ea vol: 32p. (Measure Up Math Series). diags. photos. further reading. glossary. index. websites. CIP. Gareth Stevens. 2012. PLB $26.60; ebook $26.60.
Gr 4-6–This well-written series is thorough in providing details. Each book begins with a page explaining the subject and then continues with additional facts: historical information, tools used for measuring, examples, extremes of the measurement, and measurement units for the U.S. and the world. Text boxes pose calculation questions (answers are given in the back of the book). The problems containing conversion calculations–a necessary skill for students–are especially helpful. Readers will enjoy the fun facts that help them visualize measurements, such as “330 children, standing on top of one another, would reach the top of the Empire State Building!” Color photos and diagrams help explain the concepts and “Hands On” activities conclude each volume. Readers will not seek out these books, but teachers will find them useful to introduce the topics or provide supplemental information.

These series cover some of the basic requirements of the CCSS for mathematics and provide opportunities, at a minimum, to “ask and answer questions about key details in a text.” Enslow’s “All About Counting in the Biomes” and Raintree’s “I Can Count!” provide introductory resources for counting objects, but are not standouts. ABDO’s “Everyday 3-D Shapes,” although catchy and colorful, may have trouble finding an audience. To begin a discussion about time, Capstone’s “Pebble Books: It’s About Time” can help teachers explain the concept, but it does not teach readers how to tell time. The Child’s World’s “Simple Measurement” series has clearly written information, but is not particularly memorable. Gareth Stevens’s “Measure Up Math” is good for older students and provides computation problems. Lerner’s “First Step Nonfiction: Graph It!” is a worthwhile addition to any classroom where young students are being taught to graph. The Child’s World’s engaging and clearly written “Simple Economics” is necessary if teachers discuss these topics. Overall, most series will be useful in classrooms if used one-on-one with students or to introduce or supplement a discussion. However, more engaging material would be more conducive to learning.

So, let’s slow down and think about how even small steps can have large consequences. In this article, I want to discuss how nonfiction series—those books kids love to both linger over and browse—can help move us ahead. Why use nonfiction collections? Because the very features that they are known for can easily be helpful to teachers and librarians as they put the CCSS into practice. Remember, the new standards place an emphasis on reading, writing, and discussing nonfiction.

From Simple to Complex

A brief look at recent reviews of recommended nonfiction sets reminded me of their useful components: fascinating information, introductions and conclusions, engaging formats, interesting visuals, glossaries, indexes, and recommended books and websites, among other elements. These features are precisely what we need when focusing young readers on the big ideas inherent in the CCSS.

But let’s get specific. What simple steps can we take to use nonfiction series to reach Common Core goals? First, we can capitalize on the predictable structure of nonfiction sets. We can show students how chapter organization, time lines, charts, etc. are used in similar ways across different books. Second, we can combine nonfiction collections with stand alone titles and related materials, illustrating out how different authors approach the same topics. In each case, we purposefully utilize these volumes to meet the standards.

Capitalizing on Predictability

To make use of predictable formats, closely examine several titles in a strong series in order to:

Emphasize key ideas and details. The best nonfiction series are clearly written and contain key ideas and supporting details. Find the big concept in each book and have children point out the details that support it.

Find examples of craft and structure. Pay attention to features such as tables of content, headings, subheadings, captions, illustrations, diagrams, and end matter. Make a list of elements that occur across the set. Encourage students to use similar features in their own report writing.

Focus on integration of knowledge and ideas. Many collections have excellent photographs and diagrams that support the texts. Ask students to examine how illustrations and words work together. Do the images extend the text information? If so, how?

Look at text structure. How is each title in a series organized? Is there a main subject and several subtopics? This is a very common approach. Or, is the book arranged according to chronological order? Cause and effect? Problem and solution? A well-constructed volume contains much more than a haphazard collection of facts.

Seeing how nonfiction works across volumes will help children understand how information can be conveyed with clarity and style.

Combining Series Books with Other Nonfiction Materials

Beginning in kindergarten, the new standards suggest that we engage students in comparing texts on the same topic to one another—an essential exercise to help students understand that authors have unique points of view and offer different interpretations of facts. One of the simplest ways to do this is to make groupings of material for children to examine. Here are some ways to begin to incorporate nonfiction series volumes into book clusters.

Make your own book clusters. Find two, three, or four titles on the same subject. Science and social studies topics are natural choices. One volume should come from a nonfiction series. Look for similarities and differences among the books.

Develop collections of books on themes. Incorporate series nonfiction titles into larger collections used for thematic studies. The Common Core supports staying on a topic to build content knowledge. Use these collections to support rigorous reading, writing, speaking, and listening activities.

Fostering an Appreciation of Nonfiction

Above all, the CCSS promote reading nonfiction for in-depth knowledge and enjoyment. Since the standards are about the process of learning, we have a new justification for selecting the best, most interesting, most useful titles we can.