GCBA Conference
March 6, 2015
Athens, GA
Georgia Children’s Picturebook Award 2015-2016 Nominees:
Connecting to Children and Curriculum
2015-2016 Children’s Picturebook Award Committee Members
(in alphabetical order)
1. Eric Carpenter, 1st Grade Teacher, Westside Atlanta Charter School, Atlanta, GA
2. Melissa Castle, Library Media Specialist, Parkwood Elementary, Warner Robbins, GA
3. Adam Crawley, Graduate Assistant, Language & Literacy Education, University of Georgia
4. Michelle Fitzgerald, Media Specialist, Hightower Trail Elementary School, Conyers, GA
5. Jennifer Graff, Associate Professor, Language & Literacy Education, University of Georgia
6. Jennifer Lewis, Media Specialist, Indian Knoll Elementary School, Canton, GA
7. Lindy Moore, Head County Librarian, Dog River Public Library, Douglasville, GA
8. Dera Weaver, Media Specialist, Winterville Elementary School, Winterville, GA
Barnett, Mac. (2014). Sam and Dave Dig a Hole. (Ilus. Jon Klassen).
Somerville, MA: Candlewick
Summary: Mac Barnett and Jon Klassen are at it again, only this time their
characters are digging holes instead of knitting yarn (see their other awardwinning collaboration, Extra Yarn). Fueled by their desire to find “something
spectacular” Sam and Dave, with their dog, begin digging. Unfortunately their
efforts fall short . . . or do they? Relying heavy on understatements and the power of the visual,
Barnett and Klassen offer a lively story that will compel readers to want to join Sam and Dave
and explore the various ways in which life can be spectacular, depending on your perspective.
Connecting to Children and Curriculum
 This book offers a wonderful opportunity for students to engage in visual literacy.
Explore how the written and visual narratives work together to create meaning with the
readers.
 The matter-of-fact language used in this book offers opportunities for students to practice
and better understand the role of expression (prosody) in helping convey and understand
the story. How would you read a book that talks about the spectacular without any
spectacular print conventions such as exclamations, capital letters, etc. Comparisons
between the author’s voice in this book, Sparky and Little Melba and Her Big
Trombone, would also generate ample discussion and understanding about author’s craft.
 The book’s ending is quite ambiguous. Have students create what happens after Sam and
Dave go inside the house.
 The dog has a significant role in the story, yet does not talk. Invite students to write what
the dog is thinking throughout the story.
Biedrzycki, David. (2014). Breaking News: Bear Alert. Watertown,
MA: Charlesbridge Publishing
Summary: “We interrupt your day for this breaking news. . .” Two bears
awaken from hibernation and go to town—literally. During their visit,
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they eat at a diner, dress up at a department store, and stop a couple of bank robbers, all the while
mistaking the townspeople’s terror for friendliness. Wordplay, puns, and other familiar
children’s references fill this comic adventure of two bears awakened from their hibernation.
“You will now be returned to your regularly scheduled day.” (Adapted from
http://www.charlesbridge.com/productdetails.cfm?PC=5856)
Connecting to Children and Curriculum
• Have students examine the pictures to see how many references to other children’s books
they can find.
• Breaking News: Bear Alert provides opportunities to explore interpretation of dialog and
plot development, as well as opportunities to discuss prejudices.
• This book lends itself nicely to discussion about observation and using critical thinking
skills; things aren’t always as they seem.
• Older students may write and illustrate a story of their own in a similar manner.
Brown, Peter. (2014). My Teacher is a Monster (No, I am Not). New York,
NY: Little Brown and Company
Summary: Bobby’s teacher is a monster. She yells, she stomps, and she takes
away recess. But Bobby finds her in the park near his favorite spot on the
weekend, and he helps her out when she has a problem. When they have fun
together, he realizes she isn’t always a monster.
Connecting to Children and Curriculum
• Attention to detail - Have students track the monster features coming and going. Is she a
monster? Is it Bobby? Why do you feel this way?
• Writing activity - What student behavior (their own or classmates) turns teachers into
monsters? What makes teachers human?
• Art/drawing - Have students draw their teachers as monsters.
Bryant, Jen. (2014). The Right Word: Roget and his Thesaurus. (Illus.
Melissa Sweet). Grand Rapids, MI: Eerdmans Books for Young Readers
Summary: Bryant and Sweet treat readers to a visually triumphant picture
book biography of the man responsible for the modern thesaurus. Careful
readers will be rewarded as they discover the treasure house of details in
Sweet’s intricate combination of watercolor and collage. The hand-lettered end
papers are on their own award worthy.
Connecting to Children and Curriculum
• A perfect introduction to the thesaurus as a tool for writing.
• This book shows students that great biographical stories can come from even the most
unlikely of places.
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Col n a l. (2014) Draw! New York, NY: Simon & Schuster Books for
Young Readers
Summary: n this wordless picture book, ol n draws on his own childhood
memories to fashion a story of art’s power to transform daily experience. The
young artist, drawing from the bed in his room, starts by creating an elephant.
As he rides out astride his new creation, we begin a thrilling African safari,
told only in drawings. After a series of hair-raising adventures, including a
dramatic rhino charge, the boy returns home. Our last view is him sharing his drawings with his
friends at school.
Connecting to Children and Curriculum
• This book rewards re-reading and searching for details. Is the boy ill? Why does his
imagination take him to Africa? Do you see the heron standing on tiptoe to see the
elephant drawing? Why are the “real world” pictures drawn in a different style from the
African pictures? Learning how to “read” a wordless book provides children with skills
for interpreting narrative before they begin to read, and older children will enjoy creating
dialogue or descriptive text for the various scenes. (Discussion might turn to whether or
not words improve or detract from the story being told.)
• Readers will be reminded of other stories of adventuring away from home: Sendak’s
Where the Wild Things Are, Johnson’s Harold and the Purple Crayon, and Becker’s
Journey. Some nostalgic teachers will recall Stevenson’s poem “The Land of
Counterpane” and share it as proof that this kind of fantasy writing has been around for a
very long time! What kinds of similar narratives could students produce after reading
several of these stories? And what is their plan for getting back home at the end of the
adventure?
Cox, Lynne. (2014). Elizabeth, Queen of the Seas. (Illus. Brian Floca).
New York, NY: Schwartz & Wade
Summary: This book is the true story of an elephant seal, affectionately
named Elizabeth, who lived in the Avon River in Christchurch, New
Zealand. After nearly causing a traffic accident on a downtown street, it
was determined that Elizabeth must be relocated to the sea to protect
herself and the people of the city. However, Elizabeth returns to the river three times, despite
being taken farther from Christchurch with each removal.
Connecting to Children and Curriculum
• Build students’ background knowledge about elephant seals with this website from
National Geographic: http://animals.nationalgeographic.com/animals/mammals/elephantseal/.
• Learn more about Elizabeth at http://www.stuff.co.nz/thepress/news/7464952/Memories-of-Avon-Rivers-sea-elephant.
• This book works well with a unit on animal habitats. Discuss with students why animals
are better suited to some habitats and why Elizabeth preferred the river over the sea.
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Gandhi, Arun & Hegedus, B. (2013). Grandfather Gandhi. (Illus. Evan
Turk). New York, NY: Atheneum Books for Young Readers.
Summary: Imagine Mohandas K. (Mohatma) Gandhi as your grandfather
and then imagine living with him at the Sevagram ashram in India for a short
period of time. Then imagine trying to live up to the Gandhi name in
principle and practice. These imaginings are the realities of Arun Gandhi
and are shared in this beautifully illustrated picturebook memoir. Readers will sense the
wisdom and tension experienced by an adolescent growing up in the limelight with one of the
most famous peace activists of our time. The lessons shared are invaluable for readers of any
age.
Connecting to Children and Curriculum
 Participate in additional inquiries about Gandhi through online sites such as
http://www.biography.com/people/mahatma-gandhi-9305898 (you may want to only use
excerpts from the text or video clips).
 Compare and contrast Gandhi’s non-violent activist principles and practices with Malala
Yousafzai’s non-violent activist principles and practices.
 In the story, Arun becomes angry after being tripped during a soccer game and wants to
throw a rock at the person who tripped him, yet he also wishes to remain non-violent.
Discuss all of the possible actions Arun could take as well as the possible consequences
of those acts. Then decide on the best course of action for Arun and support your
decisions with evidence.
Hopkins, H. Joseph. (2013). The Tree Lady: The True Story of How
One Tree-Loving Woman Changed a City Forever (Illus. Jill
McElmurry). San Diego, CA: Beach Lane Books
Summary: This picture book biography is about Katherine Olivia
Sessions, the first woman to graduate from the University of California
with a science degree. After relocating to San Diego to take a teaching
position, she became determined to transform this dry desert town into a lush green oasis. Kate’s
hard work and knowledge helped her achieve her dream and the impact is still seen in San Diego
today.
Connecting to Children and Curriculum
• Read the book Miss Rumphius, written and illustrated by Barbara Cooney. This is the
fictional story of a woman who wanted to make the world more beautiful by planting
lupines along the coast of Maine. Compare and contrast Miss Rumphius and Kate
Sessions.
• Ask students to create a list of character traits that describe Kate Sessions and use
evidence from the text to support their answers.
• Use this book to complement lessons about plants, ecology, or conservation.
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Johnson, Angela. (2014). All Different Now. (Illus. E.B. Lewis). New
York, NY: Simon & Schuster Books for Young Readers
Summary: While the Emancipation Proclamation, decreed by President
Lincoln on January 1, 1863, is widely known and discussed in
classrooms, Juneteenth is less well-known. Thanks to Angela Johnson
and E. B. Lewis, we have an emotionally stirring testimonial about an equally emotional day:
June 19, 1965. It is on this day, two and a half years after the Emancipation Proclamation, that
slaves in Galveston, Texas learned about their freedom. Lewis’s signature watercolors and
Johnson’s lyrical text generate multiple opportunities for reflection, discussion, and inquiry
about this event. This story is one that should be heard and read by many for years to come.
Connecting to Children and Curriculum
 Angela Johnson and E. B. Lewis are award-winning children’s book creators with a wide
range of children’s books. Engage in an author and/or illustrator study of both people to
generate greater understanding of their passions, expertise, and artistic processes.
 Some people consider Angela Johnson’s story to be a poem shared in picturebook format.
Other people consider it creative historical fiction. Discuss and decide in what genre this
book would fit and why.
 Explore the Emancipation Proclamation, Juneteenth, and the ratification of the Thirteenth
Amendment among other historical events in more detail.
Ludwig, Trudy (2013). The Invisible Boy (Illus. Patrice Barton). New
York : Alfred A. Knopf
Summary: Have you ever felt invisible around others? Meet Brian, the
invisible boy. Nobody ever seems to notice him or think to include him in
their group, game, or birthday party…until a new kid comes to class. When
Justin, the new boy, arrives, Brian is the first to make him feel welcome.
When Brian and Justin team up to work on a class project together, Brian
finds a way to shine. At the start of this picturebook, Brian is shown in shades of gray while the
rest of the world is in color, a visual reminder of his isolation. Color starts to creep in as he is
noticed by Justin. Once he becomes part of the group, he is revealed in full color.
Connecting to Children and Curriculum
• This book invites discussion about feeling invisible, left out, or not fitting in. Have
students write or illustrate a time when they may have felt invisible or when they may not
have included another student in group activities. How did it make them feel?
• Discuss whether it is a better idea to be quiet and not cause trouble (like Brian) so you
don’t take up space and often are invisible--even to the busy teacher, or is it a better idea
to be loud and constantly require your teacher’s attention. Why?
• This book would make a nice companion to other books by Trudy Ludwig about bullying
or teasing. It could also be helpful for students that are moving to new schools or as a
social story for special needs students who may be socially awkward.
o
(Dr. Rose Reissman, Literacy Specialist & Director of the Ditmas IS 62 Writing Institute Email:
http://www.trudyludwig.com/images/The_InvisibleBoy_CCLessons.pdf)
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Miller, Pat Zietlow. (2013) Sophie’s Squash. (Illus. Anne Wilsdorf). New
York, NY: Schwartz & Wade (Random House)
Summary: From a fall farmer’s market, Sophie “adopts” a squash that her
parents had been planning on serving for supper. Once she draws a face with
markers and names her squash Bernice, the setup for this lovely story of
friendship and caretaking is complete. When winter comes and Bernice is
getting “blotchy”, Sophie asks the advice of a farmer on how to keep a
squash healthy. She then makes a bed of soft soil for Bernice and tucks her in. The reunion of the
two friends when spring finally comes is one that every gardener will recognize and identify
with.
Connecting to Children and Curriculum
• Even if a class doesn’t actually adopt a squash or pumpkin as a pet, this story lends itself
to gathering seeds from harvest vegetables and watching for their new life to emerge in
the spring. Sophie’s stewardship of her squash is a bit of an exaggeration, but an
understanding of that continuing thread from seed to new growth can have good
beginnings with this story and discussions built around it.
Muth, John. (2014). Hi, Koo! A Year of Seasons. New York, NY:
Scholastic
Summary: Koo, a charismatic panda, and his two human friends
experience the simple bliss of each season. Written in the form of twentysix Haiku (one for each letter of the alphabet), Koo and friends explore
winter (“Snowball hits the stop sign / Heart beats faster / Are we in
trouble?”), summer (“Tiny lights / Garden full of blinking stars / Fireflies”), and all seasons in a
way that everyone will appreciate and enjoy.
Connecting to Children and Curriculum
• Subjects: poetry, seasons, alphabet
• The author’s note at the beginning of the book is a great introduction to Haiku and how
you don’t always have to use the five-seven-five syllable structure when writing.
• Pair this book with a nonfiction book about seasons and compare/contrast.
Offill, Jenny. (2014). Sparky. (Illus. Chris Appelhans). New York,
NY: andom House Children’s Books
Summary: The girl in this story finally gets her mother to agree to any
pet that doesn’t need to be walked or bathed or fed. She orders a sloth
online. When her friend is unimpressed, she tries to train Sparky to do
tricks and perform.
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Connecting to Children and Curriculum
• This story is a great springboard for animal research. Use encyclopedias and/or online
sources to find facts about sloths and other potential pets.
• Use as a story starter for students to write about which unusual pets they would like and
why.
Reynolds, Aaron. (2013). Carnivores. (Illus. Dan Santat). San Francisco,
CA: Chronicle Books
Summary: t’s lonely being at the top of the food chain. The lion, the great
white shark, and the timber wolf form a support group to come up with a
solution to bullying they are subjected to from the rest of the animal
kingdom. They try vegetarianism and disguises, but nothing seems to help.
After seeking the wise, old great-horned owl for advice, they finally realize
“eating meat is just what carnivores do.”
Connecting to Children and Curriculum
• Subjects: carnivores, herbivores, food chain, animal kingdom
• Use as a fun introduction to prompt and discuss students’ prior knowledge about the food
chain.
• Publisher, Chronicle Books, has provided a book trailer and activity kit:
http://www.chroniclebooks.com/landingpages/pdfs/ChronicleClassroom/Carnivores_TeachersGuide_4.pdf
Rocco, John. (2014). Blizzard! New York, NY: Disney Hyperion
Summary: A severe blizzard snows in a young boy’s neighborhood. What
starts off as a fun romp through a variety of snow filled activities quickly
becomes dire as his family and neighbors begin running out of necessities.
Our hero straps on some makeshift snowshoes and confronts the elements in
this intrepid trek for supplies.
Connecting to Children and Curriculum
• Rocco’s narrative offers teachers a great way to introduce stories stemming from
“individual versus nature” conflicts.
• Blizzard is a great example of a story coming from a writer’s life experiences. Students
will be inspired to think of their own adventures as potential story fodder.
Russell-Brown, Katheryn. (2014). Little Melba and Her Big
Trombone (Illus. Frank Morrison). New York, NY: Lee & Low
Books
Summary: This biography of Melba Doretta Liston shows how Melba
overcame race and gender obstructions to become a famous trombone
player. The book shows her progression from a small child barely big
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enough to hold a trombone, to an accomplished musician who played with many jazz legends
from the twentieth century.
Connecting to Children and Curriculum
• Listen to recordings of Melba’s music at http://www.allmusic.com/album/melba-listonand-her-bones-mw0000417957.
• Pair this book with texts about other musicians. Students may describe challenges
musicians face and how they persevere to overcome these obstacles in their careers.
• Use this book as part of a study of the civil rights movement. The text describes how
Melba and Billie Holiday were treated in segregated cities while on tour.
• Little Melba and Her Big Trombone contains several examples of onomatopoeia.
Discuss the meaning of this word and how its use is effective in the book.
Stein, David Ezra. (2014). I'm My Own Dog. Somerville, MA:
Candlewick Press
Summary: An independent dog teaches his human a few tricks in this
amusing role reversal. Told from the dog’s self-assured point of view, the
story makes it clear this canine bows to no one. He likes his life of
fetching slippers (his own), playing catch by himself and licking the
reflection in the mirror. But when his back has an itch that can’t be
reached and he lets a human scratch it, life changes. The human follows
him home, and what can the pooch do but adopt him? Despite the hard work of training and
cleaning up after a human, the canine secretly admits it’s all worth it, as the two become best
friends. This is a charming person-as-pet story that will leave dog lovers chuckling. (Kirkus)
Connecting to Children and Curriculum
 Point of view: Dog’s eye version of life and adopting/training a human.
 Writing about how pets control/direct owners - who is in charge?
 Writing might the story differ if it was told by a cat or other pet?
Tonatiuh, Duncan. (2014). Separate is Never Equal: Sylvia Mendez
and Her Family’s Fight for Desegregation. New York, NY: Abrams
Books for Young Readers
Summary: The story of Sylvia Mendez will be a new one for almost
every child who encounters this book. The fact that Latino-American
children also suffered prejudice and mistreatment in American schooling
can raise important questions around this country’s long struggles for
universal civil rights. The story takes place in 1944, when Sylvia and
her brothers were not allowed to go to public school in Westminster,
alifornia; they were sent instead to “the Mexican school.” Sylvia’s parents fought back, and
their lawsuits eventually gained support and prevailed. The book includes an index, glossary,
bibliography and photographs, thus providing curricular support for teachers.
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Connection to Children and Curriculum
• The art in this book offers a great opportunity for comparing artistic styles from different
historical periods; in fact, the book may need a little discussion along these lines to be
best appreciated. Young readers may be confused by the lack of facial expressions and
the stylized profiles of the characters. Explaining that Tonatiuh’s art is patterned on PreColumbian art can begin a conversation on how an artist makes various expressive
choices in telling a story through pictures. Even with a photograph, we don’t always get
an exact “take” on the human face and figure.
• Elementary children identify strongly with the story of Ruby Bridges, and Sylvia’s story
offers fruitful material for comparison. Reader’s theater written by students could be
powerful, as could an imagined dialogue between Ruby and Sylvia.
Wells, Rosemary. (2014). Stella’s Starliner. Somerville, MA:
Candlewick
Summary: Stella lives in a mobile home with her mother and father.
She has always loved her home with its cozy nooks and awesome
hiding places, until one day some weasels see where Stella lives and
start making fun of her. Stella tries to ignore the mean spirited kids, but
she becomes consumed with their taunts. Once Stella’s family moves
and she finds new friends, Stella learns that the Starliner is what makes
her happy. It is the love her family shares inside the Starliner that makes her love her home.
Connecting to Children and Curriculum
• Subjects: bullying, friendship, moving
• Read a note from the author to discuss where some authors find inspiration for writing:
(http://www.candlewick.com/book_files/0763614955.ban.1.pdf)
• Pair this book with the Wonderopolis lesson about bullying:
http://wonderopolis.org/wonder/are-all-bullies-big/
Winter, Jeanette. (2013). Henri’s Scissors. New York, NY: Beach
Lane Books (Simon & Schuster)
Summary: n this elegant picture book biography, Winter’s sparse text
and vibrant illustrations combine to produce a beautiful sketch of
French impressionist Henri Matisse’s life. Interweaving quotes from
Matisse’s letters and comments from his contemporaries throughout the
text, Winter shares the major details from this artists life, including how Matisse abandons his
story of law to move to Paris after being given a paint set and discovering his true calling while
recovering during bed rest. The illustrations employ Mattise’s signature, late-career technique of
brilliantly colored, hand-painted, cut-paper compositions. (adapted from Kirkus)
Connecting to Children and Curriculum
• Winter’s Matisse biography will inspire art students to create their own cut-paper art
work.
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Teachers and students together can explore further about Matisse’s life and his artwork
through the website http://www.henri-matisse.net/. The website lends itself to
possibilities for conducting a virtual field trip to a museum or creating a webquest.
Students could create a timeline or cause/effect diagrams to order the events from
Matisse’s life, discussing how his bed rest led to his work as an artist. This could lead to
discussions of moments in people’s lives when “good things” might grow from negative
experiences.
Pair this reading with other recently picturebooks about the artist such as The Iridescence
of Birds: A Book About Henri Matisse (MacLachlan & Hooper, 2014) and Matisse’s
Garden (Friedman, 2014). Launch an inquiry project using these texts, or
compare/contrast information the various authors share about the artist. Why do you
think certain information about Matisse was included or excluded in each text?
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