Two new picture books feature a cast of furry friends who delight in goofy wordplay. Young readers will learn about rhyming and the creative possibilities of language—that is, if they can stop giggling long enough.

If your good-bye idioms are limited to alligators and crocodiles, Take a Hike, Miles and Spike!, the hilarious picture book from the creative duo behind the equally funny Give Me Back My Book!, will expand your rolodex of farewell phrases. As hounds Miles and Spike walk past all sorts of woodland and farm animals, they bid such rhyming departures as “Take care, Grizzly Bear!” and “Peace out, Rainbow Trout!” But the digitally enhanced, comic-like illustrations set against vibrant colors reveal that these canine companions are not as friendly as their words suggest. Instead, they help themselves to logs from the moose’s forest, corn from the crow’s pasture and flowers from the butterfly’s garden, cramming them all into their backpacks.

When the dogs, thirsty from trying to carry the now heavy packs, try to claim a water source for their own, the other animals decide that they have had enough: “Take a hike, Miles and Spike,” they yell. Miles and Spike realize their mistakes and return the pillaged items, hoping to make amends and regain the trust of their friends. They invite the other animals to join in their excursion, resulting in more amusing rhymes from “Want to go, Buffalo?” to “Join the fun, everyone!” Miles and Spike prove that learning manners can be enjoyable.

KNOCKOUT GIGGLES
Who doesn’t like a good knock-knock joke? Bear is in his comfy pajamas under a warm quilt, and he’s ready for bed. Right when he’s about to fall asleep, he hears a loud knock, or rather a “KNOCK KNOCK” at the door. After Bear asks who’s there, he hears that it’s Justin. Of course, the groggy Bear wonders, “Justin who?” It’s a fox carrying a large stack of firewood who’s “Justin the neighborhood and thought I’d stop by!” Soon there are more knocks—and more puns—as birds arrive with streamers, a raccoon shows up with a pot of soup and other woodland friends come bearing cupcakes, balloons and hot chocolate.

Even more entertaining than author Tammi Sauer’s wordplay in Knock Knock are the colorful and comical illustrations from Guy Francis that depict the adorable animals with animated features. While the woodland creatures happily take over Bear’s home, his mounting annoyance and sleepiness are evident. With clues in the illustrations, young readers will understand the jokes and recognize that the animals’ preparations are for a surprise hibernation party for Bear long before the character does. And as the friends tuck Bear into his bed for the winter, observant children will also notice fun details like a Goldilocks bedtime story. When the season turns to spring, it’s Bear who has the last laugh. Awake with renewed energy, he hurriedly sets out to visit his friends, giving a knock—or rather a “KNOCK KNOCK”—on their doors. This amusing picture book is for readers who can grin and bare a clever pun.

It’s never too early to teach kids about acceptance and compassion. This month’s roundup features three uplifting titles that focus on the importance of creating unity in a world that’s often defined by difference.

FORGING FRIENDSHIPS
In his irresistible new tale, The Wall in the Middle of the Book, Jon Agee uses a smart premise to impart important lessons about camaraderie and connection. A brick wall splits each spread of the book into two sections: A pint-size knight stands on one side, and a group of fearsome creatures—a tiger, a rhino and (oh no!) an enormous ogre—stand on the other. The knight is thankful for the protection that the brick divide provides. But when an emergency occurs and help quickly arrives from the other side of the wall, he realizes that friendship can arise when it’s least expected. Agee’s appealing illustrations and clever approach to storytelling make this a standout story. With a valuable message about conquering fear and reaching out to others, it has the makings of a classic.

CREATING COMMUNITY
Bestselling adult author Dave Eggers introduces readers to the concepts of community and public engagement in the smart, accessible What Can a Citizen Do? In this inspiring book, a diverse cast of young change-makers transform an isolated island into an inviting space and provide a sense of belonging to an unexpected guest—a bear in pink pants! Eggers weaves simple civics principles into the whimsical plotline, and his rhyming text is full of memorable quotes: “A citizen’s not what you are—a citizen is what you do. A citizen cannot forget the world is more than you.” Shawn Harris’ dynamic illustrations, creatively rendered in paper collage, provide an easy point of entry for readers. Parents who are looking to cultivate community-mindedness in their little ones will find rich lessons here.

OVERCOMING MISCONCEPTIONS
In The Very Last Castle, Travis Jonker tells the story of a town with a mystery at its center: a strange, medieval-looking fortress. “For reasons no one could remember,” Jonker writes of the castle, “no one ever came out. And no one was allowed in.” Young Ibb passes the castle each day and wonders what’s inside. (Her grandfather says snakes; her friend Alex suspects giants.) After Ibb bonds with the castle’s lonely caretaker, she persuades him to let the community in. Soon the townspeople are welcome onto the grounds, where they find a world of beauty and enchantment. In his striking watercolor illustrations, Mark Pett depicts Ibb as a spunky girl in yellow boots. She’s a heroine with an open heart, an open mind and the courage to ignore preconceived notions. Youngsters will love this story of discovery and acceptance.

We’re spotlighting a group of terrific new picture book biographies for young readers that focus on the lives of three outstanding artists. Their stories prove that while the path to achievement is often indirect, with perseverance, anything is possible.

RISE OF A ROCK ICON
Michael Mahin’s When Angels Sing: The Story of Rock Legend Carlos Santana (ages 4 to 8) provides an intriguing look at the life of the Mexican-American guitar whiz known as Santana. Following in the footsteps of his violin-playing father, young Carlos longs to be a musician. His father’s violin produces “a sound that made angels real,” and Carlos, seeking to replicate its effect, moves through a range of instruments, finally connecting with la guitarra. During his teenage years in 1960s San Francisco, Carlos encounters new sounds and influences, including the Beatles and B.B. King, which he synthesizes into what becomes his signature Latin-rock style. With the formation of the Santana Blues Band, his musical dreams come true. Mahin mixes Spanish terms into a narrative that’s fact-filled yet poetic, and José Ramírez’s folk-art inspired illustrations provide the perfect complement to the text. This an accessible and appealing introduction to a game-changing guitarist.

VISIONS OF THE U.S.
Hudson Talbott chronicles the life of a groundbreaking painter in Picturing America: Thomas Cole and the Birth of American Art (ages 6 to 8). As a young lad in his native Britain, Thomas Cole (1801-1848) roams the countryside, making sketches from nature. In 1818, he and his family immigrate to America, eventually settling in New York, and his interest in art solidifies. Encouraged by a patron, Cole explores the wilderness of his adopted home. A boat trip up the Hudson River provides him with the inspiration for grand, expansive landscape paintings and inaugurates a new art movement, characterized by a spirit of inquiry and exploration, known as the Hudson River School. Talbott has written a fascinating account of Cole’s career, and his gorgeous watercolor illustrations do their subject justice. At once entertaining and instructive, this lovely biography is just right for young readers with artistic aspirations.

PASSION FOR FASHION
An esteemed photographer who documented New York City’s street-fashion scene for almost four decades, Bill Cunningham died in 2016 at the age of 87. Deborah Blumenthal tells his story in the delightful Polka Dot Parade: A Book About Bill Cunningham (ages 4 to 8). A Boston native, Cunningham made hats for a time before turning to photography—an art he taught himself. Exploring Manhattan by bike, he captured the city’s fashion-forward inhabitants with his camera, and his snaps appeared regularly in the New York Times. Cunningham’s instinct for fashion earned him acclaim and honors, including the Legion of Honor from the French government. Masha D’yans brings Cunningham and his sartorially splendid subjects to vivid life in whimsical watercolor illustrations. This loving tribute is the perfect way to acquaint a new generation with Cunningham’s contributions to the culture of couture.

As the daughter of a nurse, I understood from a young age that twice a month my Mama stayed at the hospital all night taking care of sick patients. One Saturday afternoon, a friend came over for a playdate and my dad reminded us to, “Play quietly, Mama’s sleeping.” I clearly remember attempting to explain why my mom was sleeping during the day. Unless a child has a parent who works the night shift, working all night is often a foreign concept for them. Using gentle nighttime narratives, the following three picture books illustrate the various aspects of working the night shift and help children understand the necessity and role of night-shift workers in the workforce and community.

Night Job by Karen Hesse and G. Brian Karas

“On Friday nights, when the sun goes down, I snap the clips shut on Dad’s lunch box and climb onto the back of his bike.” Lyrical prose and muted evocative illustrations tell the story of a young boy helping his dad during his job as a school’s night custodian in Karen Hesse’s Night Job. Though the work is hard (“We scrub the cafeteria, then sweep the stage”), it’s clear the boy cherishes this special time with his father. They shoot hoops in the gym, listen to baseball games on the portable radio and eat egg salad sandwiches in the courtyard. Eventually, the boy falls asleep on the library couch until 4 in the morning when his dad wakes him up. They ride home, and as the sky lightens, they fall asleep together in the big recliner. In addition to offering insight into a night-shift routine, Night Job reminds students of the dedication and daily duties of those who work to keep their schools clean.

• City Daily Photo—Hesse was inspired to write Night Job after seeing a photograph on City Daily Photo. Each day, photographers from around the world post photographs of the city in which they live. As a class, look at some of the daily photographs and choose one to discuss. Using that photograph, model a creative writing task with prompts about the scene it depicts.

• Figurative Language—Alliteration, similes, metaphors, personification, onomatopoeia and imagery: Though not long in length, Night Job is filled with figurative language. If students are familiar with figurative language, reread the book and take time to identify and name the figurative language devices that are used and discuss how they enhance the story. Type out basic sentences on strips of paper. Invite students to take one of the sentences and make it richer through the use of figurative language. Afterward, students can copy their new “rich” sentences to cardstock and choose a way to illustrate it (collage, watercolor, colored pencils, digital illustration, etc).

• Inferencing—Inferencing is an essential skill and one that students will use throughout their entire lives. Before even mentioning the word, ask students the following questions: Do you think the dad and boy in this story are wealthy? What makes you say that? How does the boy feel about his dad? How do you know this? Tell me about the last sentence of the book. Be sure to remind students to refer to the text and illustrations to support and further explain their answers. After the discussion, introduce the word inference. During the next few days, read aloud other books that require inferencing. Boats For Papa (Jessixa Bagley) and Little Fox in the Forest (Stephanie Graegin) are my favorite books to use when teaching inferencing skills.

Kitten and the Night Watchman by John Sullivan and Taeeun Yoo

As the sun is setting, a man hugs his family and heads a construction site where he works as the night watchman. Under the light of a full moon, he checks the doors and workshops and walks past the abandoned vehicles. Then out from under a garbage truck wanders a small gray kitten. The night watchman shares his sandwich with the kitten and a friendship is formed. But after another inspection around the site, the kitten “is nowhere to be seen,” and the man “is too worried to read.” A tender reunion occurs on the following spread, and when his shift is over, the night watchman takes the kitten home to his family. Author John Sullivan’s spare text and illustrator Taeeun Yoo’s rich and textured artwork keep the story from being saccharine. As a class read-aloud, Kitten and the Night Watchman is a pure delight.

• Nonfiction Research—The first time I read this book aloud to students it became clear that my knowledge of construction sites was about at my students’ level. My first-graders had a myriad of questions about the different machines, vehicles and the construction site itself, and I could not answer any of them with confidence. After we finished the story, I jotted down the questions. The next day, the same group of students and I read some nonfiction books about construction vehicles and sites and found answers to most of our questions. This was the perfect opportunity to show students the need and purpose for both fiction and nonfiction books.

• Shadows—The text and illustrations explain that, “An excavator bows like a strange giraffe,” and “A backhoe rises like a giant insect.” It’s the shadows cast by the vehicles that make these similes ring true. Read a nonfiction book about shadows. (I used What Makes a Shadow? by Clyde Robert Bulla.) Provide a variety of oddly shaped objects. In pairs, students will use these objects to make piles. Then, using flashlights, students will look at the shadow cast by their combination of objects. After experimenting with different object combination and placement, students will trace one of them onto oversize white paper and decide what their shadow drawing looks like. Encourage them to write similes for their art similar to the ones found in Kitten and the Night Watchman.

• Onomatopoeia—The “ki-DEE, ki-DEE, ki-DEE” of a killdeer, the “Shhhheeeeerrrrroooooommmm,” of an overhead jet, the “peent, peent, peent” of a nighthawk, the “rumble-clack-clack, rumble-clack-clack” of a freight train—onomatopoeia is used to help readers understand the different night sounds at a construction site. Write down all of the examples used in the book (there are six) and then create some onomatopoeias that can be heard at a neighborhood park. Afterward, let students choose a setting (beach, ice cream parlor, amusement park, etc.) and write their own onomatopoeias. Encourage them to read them aloud to the class so that everyone can hear how words reflect sound.

• Night Workers—As a class, discuss why we need night workers. Give students time to brainstorm other jobs that require a night shift. Encourage critical thinking by asking students to explain why these jobs require a night shift. Write down the children’s thoughts on chart paper. If one of their parents works a night shift, invite them into the classroom as a guest speaker.

Good Morning, Harry—Good Night, Daddy by Katy Beebe and Valeri Gorbachev

I absolutely love this understated read-aloud gem. The front endpapers show Harry and Gran headed toward their seaside cottage as a big red sun sets over the ocean. While Gran and Harry’s mother help their sons begin their nighttime routines, Daddy is just beginning his workday. He is a conductor on the London-Penzance sleeper train. With simple rhythmic prose and warm watercolor illustrations, this story goes back and forth between Daddy’s duties on the train and the cozy nighttime activities of Harry and his family. When morning arrives, “Harry hears the front door open . . .” and Daddy is home! Together they enjoy their breakfast/supper of porridge, and as Daddy heads to bed, Gran and Harry begin their day with a walk along the sunny seashore.

• City Comparison—Show students a map of England and locate both London and Penzance. Ask students to share where they think Harry’s family lives (hopefully, they use illustration clues and know that it’s along the coast). Explore the cities of London and Penzance on Google Earth or watch short videos about the cities. Make a chart with descriptive details about each city. (London is a bustling big city and Penzance is a quiet seaside town.) Harry’s family lives in the small coastal town of Sennen Cove. Look up the area on Google Earth. My students loved “walking” along the beach just like Harry and Gran.

• Train Math—My students were unfamiliar with trains and the concept of sleeper trains. Use the U.K.’s Trainline website to look up the timetable of the London to Penzance train. Ask them if they notice anything different about the times (24-hour time instead of 12-hour time) and then convert standard to 24-hour time. For example, 6:00 pm is 18:00. Encourage critical thinking by inquiring, “Why are some of the trips are eight hours while others are only five hours?” Trainline’s Journey Information from London to Penzance has detailed information that lends itself to mathematical word problems. Convert times and mileage to figure out how fast trains travel or discuss why the journey takes longer on weekends and holidays.

• Train Travel—Watch a short video showing the inside of the London to Penzance sleeper train. Many of my students were very unfamiliar with trains and train travel. Make a list of the jobs that Harry’s dad does during his shift as night conductor. (He yells, “All Aboard,” helps passengers find their cabins, collects tickets, serves meals, welcomes them to Cornwall and reminds them to “Mind the gap.”) Pose the question, “Why are there sleeper trains?”

The recent documentary Won’t You Be My Neighbor moved me to tears as I learned more about the life and widespread influence of Fred Rogers and his TV series “Mister Rogers’ Neighborhood.” In each episode, looking directly at the camera, he asked his television viewers, “Won’t you be my neighbor?” Alternating between his living room and the whimsical puppet community, Mr. Rogers reminded children that loving those around them—their neighbors—was of utmost importance. The characters in the following three picture books show genuine love for their neighbors through their small yet important acts of kindness. With gentleness and sincerity, they invite children to (in the words of Mr. Rogers) “imagine what our real neighborhoods would be like if each of us offered, as a matter of course, just one kind act to another person.”

Found by Jeff Newman and Larry Day

This wordless story of love found, lost and then found again will resonate with every child who has ever loved a pet. In the opening pages, a little girl looks out of her apartment window and spies a pup wandering through puddles. She brings it inside and provides food and a dry bed. A poster and framed bedside photograph reveal that in the past, the girl has lost a dog dear to her. After a tentative first night, the pair begins to bond and soon there is no doubt that the girl has come to love the new puppy. Not long afterward as they are walking home from the pet store, the girl spies a “Lost Roscoe” flier with her puppy’s picture. Despite her obvious sadness, the girl returns Roscoe to the owner. The story ends on a hopeful note when the girl passes the Human Society on her way home and spies a forlorn boxer sitting in the window. Considering our neighbor’s feelings and putting their needs above our own are hard concepts to grasp, but in this story, these big ideas are conveyed in a sensibility that is developmentally perfect for children.

• Inference—Wordless books require children to study the illustrations as the way of deciphering characters’ feelings. In Found, the main character goes through a range of complex emotions. Reread the book through with students and write down (on the board or chart paper) the adjectives they use to describe how the girl is feeling. Read the book for a third time. This round, invite children to tell you why they chose these particular adjectives . . . what concrete illustration details did they use to infer the girl’s feelings? Make a concept map by connecting each illustration clue with the appropriate adjective.

• Compare and contrast—Share Stephanie Graegin’s wordless picture book Little Fox in the Forest with students. Like Found, this story shares similar themes and colorwork, but they are vastly different in their settings, characters and plot execution. Guide students in creating a two circle Venn diagram. As a class, identify one similarity and one difference between Found and Little Fox in the Forest. Allow time for students to individually fill out their diagrams.

• Parts of a book—This story begins on the front endpapers. Readers who skip to the official first page will miss two key plot points. Use this as an opportunity to introduce students to the concept of reading every part of a book. Discuss front and back endpapers and the title page. Pose the question, “What would happen if I skipped over the endpapers, opening pages and title page?”

Zola’s Elephant by Randall de Séve and Pamela Zagarenski

A new girl named Zola has moved in next door to de Séve’s unnamed protagonist, and despite her mothers’ wishes, she is convinced they won’t be friends because “Zola already has a friend. I know because I saw the big box.” The girl is convinced there is an elephant inside the box. Richly colored mixed-media illustrations show the fun adventures (eating toast, taking bubble baths, playing hide-and-seek and building a clubhouse) that the girl imagines Zola is having with her elephant best friend. Muted illustrations on the intervening pages show readers that Zola is actually bored and lonely. Finally, with her own stuffed elephant tucked under one arm, the narrator rings Zola’s doorbell, and the final illustrations show the new friends’ magical adventures filled with whales, hot air balloons and (of course) an elephant. Equal parts practical and fantastical, Zola’s Elephant shows children that reaching out to others isn’t always easy, but it often reaps big rewards.

• Creativity—It nearly killed me, but I read aloud the first page to my students and then stopped. Ignoring their protests, I sent them back to their seats with the writing prompt, “Tell me what you think is in Zola’s big box.” After they had written a sentence or two, I provided oversized paper, pastels, patterned paper, colored pencils and other art supplies. They spent the next 30 minutes making their ideas into a visual picture. The creations turned out to be more original and personality-revealing than I had anticipated, and the children loved engaging in the open-ended art project.

• Imagination vs. Reality—Make a T-Chart with the words “imagination” and “reality.” Fill out the chart with your students and compare the narrator’s imaginings with Zola’s reality. For example, the narrator smells toast and imagines Zola sharing a fanciful tea party with her elephant. In reality, using a box as a table, Zola is forlornly staring at a solitary piece of toast.

• How DO you transport an elephant?—At the end of the book, one of my nonfiction-loving students inquired, “How big of a box do you need to move a real elephant?” I didn’t have an immediate answer, but I was delighted to discover this article by the Smithsonian’s National Zoo & Conservation Biology Institute. It covers all the fascinating transportation details that were required to move an elephant from the Smithsonian Zoo in Washington, D.C., to the Calgary Zoo in Calgary, Alberta. We looked at photographs of the journey and even did a few math equations with the details provided. Afterward, we watched a video of an elephant being transported from a conservatory to a wildlife compound.

Thank You, Omu! by Oge Mora

On the very top floor of her apartment building, Omu (the Igbo term for “queen”) is making a thick red stew in her big fat pot. A little boy comes to her door to inquire about the most delicious smell. Omu gives him a bowl of stew and sends him on his way, but the smell has the attention of the entire neighborhood. Ms. Police Officer, Mr. Hot Dog Vendor, a construction worker and the mayor are just a few of the many neighbors who stop by for a bowl of the scrumptious stew. When Omu opens the pot for her nice evening meal, she finds it empty. But then she hears a knock and opens the door to find her neighbors are back! Only this time, they shower her with food and cards. Squeezing into Omu’s small apartment they eat, dance and celebrate. With its bold mixed-media illustrations and rhythmic prose, Thank You, Omu! captured the attention of my students and provided a natural segue for a discussion about hospitality and community kindness.

• Notes of gratitude—In the author’s note at the end of the book, Mora explains how Thank You, Omu! is a celebration of her late grandmother’s life: “Everyone in the community had a seat at my grandmother’s table.” Her grandmother’s selfless gift of hospitality as well her delicious stew made an impression on Mora. Discuss hospitality with your students. Ask them to think of a person in their lives who has demonstrated hospitality and kindness toward them or the community. And then, following the example of the little boy in the book, guide them in writing personal thank-you notes. This is an ideal opportunity to teach the fundamentals of writing notes of gratitude, a skill that will serve students for the rest of their lives.

• Shades of meaning game—When Omu tells them about her stew, the little boy says, “That sure sounds yummy.” Ms. Police Officer says, “That sounds mighty tasty.” Mr. Hot Dog Vendor says, “That sound quite delectable.” Discuss how yummy, tasty and delectable are words that share a similar meaning. Let students work in pairs for a game of synonyms. Give each pair a thesaurus (or let them use an online thesaurus) and explain how a thesaurus helps writers with word choice. After a few practice words, write a sentence with a strong verb or adjective on the board and underline the word you want them to replace. Give students time to use find and choose a new word. Let each group share their new sentence with the class. After a word is used, it can’t be used by another pair. At the end of each round, give a point to the pair who chose the most effective or creative synonym.

• Importance of Setting—Ask students, “Could this story have happened in a rural or suburban neighborhood?” Discuss how the compactness of a city block as well as the community members who work and live in close proximity are crucial to this story. Read other books in which the setting is an integral part of the story. Read aloud a few more books that have settings that influence the story and then let students look through more examples on their own. Let students apply their new understandings by drawing their own strong setting. Extend the activity with older students by inviting them to add characters and stories to accompany their imagined setting. Some of my favorite recent strong setting books include A House That Once Was, Imagine! and Hello Lighthouse. ​​​

Two of this year’s most emotionally compelling picture books tell the story of immigrants. 

Caldecott Honor-winning author and illustrator Yuyi Morales tells her own personal immigration story in Dreamers, a picture book that pays tribute to picture books themselves, as well as the libraries where they live. In Morales’ intimate, first-person narration—which unfolds from her perspective as a mother who is new to the U.S.—she addresses a baby and details in concise, eloquent language the confusion she felt in a new country and the ways in which the library opened her world. Her first library visit is described with wonder and incredulity: “Suspicious. Improbable. Unbelievable. Surprising.” She could retrieve books from a place where she didn’t need to speak—books (and here she illustrates the covers of many beloved picture books) from which she learned to read and speak English. The experience utterly changed her life forever. This place, previously “unimaginable” to her, helped her find nothing less than her own voice.

Illustrated in vivid colors, with dreamlike vistas and detailed compositions, Dreamers is a powerful, truly inspiring tale. Morales uses pen and ink, acrylics, photography from her personal collection, pages from her first handmade book and embroidery to illustrate her story, and the pictures are filled with objects in flight—bats, birds, butterflies, even a shooting star—that serve as symbols of her journey to the U.S. She paints herself wearing a backpack and in a dress of what could be flower petals or multi-colored flames with her young son in her arms or in his stroller; the two are an indelible image. A closing author’s note brings readers more details, and Morales further sings the praises of picture books and the librarians in California where she had, once upon a time, made her new home.

Former U.S. Poet Laureate Juan Felipe Herrera’s Imagine opens memorably: We see a boy picking chamomile flowers and whispering to “their fuzzy faces.” We watch him grow, and we discover that the boy is Herrera as a child as he recounts specific, detailed childhood memories of playing in nature, leaving his home and eventually moving to a country where his native language is not spoken. The entire text is a series of conditional sentences ending with “imagine,” the word in a larger, bolder font on each spread: “If I moved to the winding city of tall, bending buildings and skipped to a new concrete school I had never seen, imagine . . . ” A young Herrera learns English in his new school and falls in love with writing, collecting “gooey and sticky ink pens” because of the way the ink flows across the page. He writes his first poem and crafts his first song on the guitar. And then, we see Herrera as U.S. Poet Laureate, speaking at the Library of Congress in front of a large crowd. If he can start as a small, unassuming boy smelling flowers in his homeland and grow into a famous poet, he asks readers on the final spread to “imagine what you could do.”

Filled with vivid imagery (the “milky light” from the moon that shines on the boy’s blanket as he sleeps outside, the “silvery bucket” he carries for fetching water) and Lauren Castillo’s highly textured, earth-toned illustrations rendered via foam monoprint, Imagine is a tender story that is brimming with hope. 

Children are natural explorers, traversing their world with wide eyes and delving into their own imaginations with curiosity and gusto. Two new picture books put adventures on the map for eager preschool and elementary-age readers.

Before we even get to the title page of author and illustrator Deborah Marcero’s My Heart Is a Compass, readers are treated to a spread showing a group of children in an elementary school classroom, reading silently on their own. And we see that our blue-haired, brown-skinned protagonist has chosen to read an atlas with a map at the ready. Her name is Rose, and she longs to be “an explorer, a pioneer, a trailblazer.” Show-and-tell is tomorrow, and Rose is determined to discover something new to share with her class. Since she doesn’t know precisely where that thing might be, she draws her own maps before setting out: “Her imagination became a blueprint, with her heart a compass.”

Rose’s journey includes the intricate, imaginative maps she so carefully draws—a road map, a sky map, an ocean map and a map of the mountains—but she returns home with no exciting or unusual discovery. However, she realizes that the four lovingly rendered and hand-drawn maps clutched to her chest are treasures themselves, and she shares them with her inquisitive classmates.

Rose’s maps are visual delights, filled with both geographical information (the sky map includes “thermosphere,” “exosphere,” etc.),  map vocabulary and plenty of her imaginative musings. (The mountain map includes a secret lair and “Blue Dragon Smoky Mountains.”) Marcero’s textured mixed-media illustrations are filled with inviting patterns that make up features like sandy beaches, bumpy mountains and waves in the water. My Heart Is a Compass is a tribute to the exciting adventures a child’s imagination can launch.

Joyce Hesselberth’s Mapping Sam shares Marcero’s sense of adventure, but it features a furry, four-legged and whiskered protagonist. Sam is a cat, and once she puts her family to bed, she slips out of the house to explore at night, and readers are privy to the adventures that unfold in Hesselberth’s sleek illustrations with rich, nighttime colors and crisp, clean lines.

Hesselberth illustrates Sam’s journey for readers with a simple map of the cat’s neighborhood that includes a compass and scale. But things take a surprising turn when Hesselberth lays out an altogether different type of map—a diagram of Sam’s inner workings as she strolls through the grass. This is followed by a transportation map; the diagram of a flower and its parts; a cutaway map showing the depth of a pond; a diagram of a water molecule; a world map; a diagram of our solar system; a constellation chart and a blueprint. All of these different maps and diagrams are seamlessly woven into Sam’s journey as she explores nature and ponders the starlit sky. Information about each type of map is appended. “Can you map a dream?” the author asks, as Sam arrives home to see one of her humans snuggled comfortably in bed. “You might try.” Readers may be eager to do so, as well as explore a variety of other types of maps, after reading both of these informative stories. Bon voyage!

Lapland, crackers, Christmas pudding, Crimble, mince pies, Father Christmas—if these words and expressions are familiar to you, then you’re likely from England, or you’ve celebrated Christmas across the pond. British holiday traditions look similar to those found in the United States, but there are some key differences: Presents are delivered by Father Christmas (who hails from Lapland), pantomimes pop up on every street corner, and a Christmas dinner is not complete without Christmas pudding and the pulling of Christmas crackers. The following three festive picture books are brimming with British traditions, magic and cheer.

The Queen and the First Christmas Tree by Nancy Churnin and Luisa Uribe

When she is 17 years old, Princess Charlotte leaves her home in Germany and moves to England so she can marry King George III. She brings a yew branch with her and it brings her immense comfort during her first Christmas away from home. Forty years later, Charlotte throws a Christmas party in Windsor Castle and invites 100 local children. At the party, she delights the children by decorating a giant fir with nuts, fruits, string, toys and candles. The tradition soon spreads beyond the walls of the castle to the people of England. Appealing to history- and princess-lovers alike, this nonfiction narrative tells the interesting and little-known backstory behind a familiar holiday tradition.

• History of the Christmas tree—After reading The Queen and the First Christmas Tree, ask students what questions they still have about Charlotte or the Christmas tree tradition. Write the questions on the board or a piece of chart paper. Read aloud the History Today article, “The First Christmas Tree,” by Allison Barnes. For younger children, discuss the article and if it answers any of their questions. Write the answers under the questions. For older children, provide each child with a copy of the article and a highlighter. Give them time to read the article, highlighting the parts which provide answers to the class questions. This activity gives children the opportunity to read for knowledge and helps equip them with research and information-gathering skills. For a short video on the topic, watch the History Channel’s History of Christmas Trees. Be sure to watch a time lapse of this year’s Windsor Castle’s Christmas Tree.

• Diary entry—Queen Charlotte invited 100 children to her first Christmas party. Read the pages that discuss the party aloud as well as the back matter. Discuss how these children (who had never seen a Christmas tree) might have felt at the party. As a class, brainstorm and list some adjectives and phrases that might describe the feelings of the children at Charlotte’s party. Give students time to write a first-person diary entry from the perspective of one of the children. Afterward, let the children copy their entries onto old-fashioned looking paper and provide materials for them to illustrate their entry.

• Make a yew branch—Visit a local Christmas tree stand and ask them if you can gather the branches and remnants of tree trimmings. Ask the tree trimmers to help you cut the branches so that they about 12”-18” each. Discuss Charlotte’s yew branch with your students. Queen Charlotte decorated her yew branch with colored paper, nuts, fruits and candles. Brainstorm other items that can be used to decorate yew branches. If the weather is nice, take a walk outside and let children collect acorns, leaves and other natural elements. Invite them to bring items from home as well. Provide ribbon or string and let children decorate their yew branches with their collected items. My students’ creativity amazed me. Each yew branch reflected the decorator’s personality and creative sensibilities.

The Village of Lights by Mitchell Stevens and Emily Pritchett

“A long time ago, on top of a hill overlooking a village in far-off England there lived a lonely old farmer,” writes author Mitchell Stevens. The farmer’s wife has died and his children have grown and moved away. To ease his loneliness, the old man would watch the lights of the village come on in the evening and then watch them as they were extinguished one by one. When World War II brings aerial bombers to England, the villagers take all of the lights out of their street lights, businesses and homes. The village is blanketed in darkness. As Christmas approaches, the old farmer figures out a way to bring light and hope to the people in the village. A simple yet powerful story, The Village of Lights shows how a single person’s small act can renew the spirit of an entire community.

• Life on the English home front—Briefly discuss life on the home front during World War II. For older students, read the opening few pages or watch the opening scene of The Lion, the Witch, and the Wardrobe. In The Village of Lights, the farmer hears that England is at war with Germany over the radio. Listen to recordings of Winston Churchill addressing his country over the radio.

• Letters for the lonely—Discuss why the farmer is lonely and looking at the village lights makes him remember his family and their happy holidays together. Ask students why the holiday season can make deepen feelings of loneliness for those who have lost their families. Ask students to think about people in the community who might be lonely. Write their ideas on the board and then let them brainstorm ideas for helping these people feel less alone. Provide time for children to write letters or make cards for the elderly, soldiers serving overseas or other people who might suffer from loneliness during the holiday season.

• FDR and Winston Churchill—Franklin and Winston: A Christmas That Changed the World (Douglas Wood) and In the Dark Streets Shineth: A 1941 Christmas Eve Story (David McCullough) are excellent read-alouds to pair with Village of Lights. Both books tell the story of Churchill’s visit to the White House just days after the bombing of Pearl Harbor. In the Dark Streets Shineth addresses an aspect of the British blackout that brings tears to my eyes each time I read it. Watch this accompanying video to hear the story and song. The video also has excellent photographs of Roosevelt, Churchill and the British blackouts.

• Blackout posters—Discuss blackouts and ask children why it was important for all of the villages in England to be dark at night. Show students examples of the blackout posters from World War II. Invite them to design their own blackout poster.

One Christmas Wish by Katherine Rundell and Emily Sutton

Feeling annoyed at being left at home alone on Christmas Eve, Theo unwraps a cardboard box and discovers four old ornaments: a tin soldier, an angel, a rocking horse and a robin. Looking out the window, he sees a shooting star and wishes, “to be un-alone.” Instantly, the four ornaments come to life. The rocking horse eats everything in sight, the robins longs to sing, the angel desires real feathers and the solider wants to find true love. Theo and the ornaments venture out into the night and have experiences that can only happen on Christmas Eve. Katherine Rundell’s prose is delightfully British (“That might be rather difficult. I don’t know many tin people that I can introduce you to. Are you sure you wouldn’t rather have a furry hat?”), and Emily Sutton’s 1950s retro and atmospheric illustrations add more British goodness. Though it is a new story, One Christmas Wish feels magical and timeless—just the type of story one longs to read during the holiday season. At 60 pages, it’s an ideal holiday class read-aloud.

• Christmas in England—Before reading it aloud, tell your students that One Christmas Wish takes place in England. Ask them to keep their ears and eyes open for phrases, words, traditions and illustration details that are distinctly British. As a class, compile a list of included details like Christmas pudding, fruitcake, baubles, tinsel, old cathedrals and trains. Take some time to read other Christmas books that have distinctly British settings like The Snowman (Raymond Briggs), The Story of Holly and Ivy (Rumer Godden), Alfie’s Christmas (Shirley Hughes) and an adaption of Charles Dickens’ The Christmas Carol.

• Shooting stars—Theo makes his wish on a shooting star. What are shooting stars? Falling stars or meteor showers are other names for shooting stars. Take some time to research them with your students.

• Story of ornaments—After reading One Christmas Wish, invite children to choose a favorite ornament from home (or provide a few in the classroom). Model a creative writing exercise with the class. What if our ornaments came to life? The ornaments in One Christmas Wish have distinct personalities and desires. Remind students to include these elements in their ornament story. This exercise works well in pairs or groups of three. My students enjoyed imagining and writing ornament stories together.

• Compare and contrast—Read aloud a version of The Nutcracker. My favorite versions are illustrated by Susan Jeffers and Lisbeth Zwerger. The traditional Nutcracker story shares many of the magical elements present in One Christmas Wish. As a class, make a Venn diagram comparing the two stories. What are the similarities and differences between the two?