During the bleak, grey days of February, nothing is better than curling up with an enticing adventure/mystery book. The qualifications for a great mystery/adventure book are simple to describe but crazy difficult to create. First, it must be exciting and fast-paced. Second, the quickly moving plot must not exist at the expense of or detract from well-rounded characters. Finally, the book must surprise the reader. No reader wants to solve the mystery or predict the conclusion of the adventure by the second chapter. So here are my picks for awesome adventure and mystery books.
For the youngest readers:
In the wordless picture book Journey by Aaron Becker, a young girl is bored at home. Both of her parents are too busy working to provide any amusement. Luckily, the girl discovers a magic red crayon which transports her to a distant realm full of adventure. I adored this book’s emotional artwork and surprising plot twists. All ages will enjoy this fantastical adventure.
For transitional readers:
As a librarian, few books give me more joy to share as a read-aloud than Miss Nelson is Missing by Harry G. Allard, Illustrated by James Marshall. When I discovered that a Miss Nelson Collection will be reissued in May 2014, I knew I had to add it to the list! The kids in Room 2B are giving the sweet Miss Nelson all kinds of trouble. When she is absent one day, the students are over-joyed with potential to cause their substitute teacher all kinds of trouble. Instead, Ms. Viola Swamp arrives and the kids are soon seeing the error in their ways. Readers will love deciphering the clues left by Viola Swamp concerning what really happened to Miss Nelson.
For older readers:
I double-dare any reluctant reader not to be sucked into the hilarious and often smelly adventures of Joe, Sam and Fred in Knights of the Kitchen Table (Time Warp Trio) by Jon Scieszka, illustrated by Lane Smith. When Joe is given a book for his birthday by his ne’er-do-well uncle, he has no idea of its magic powers. Fast-forward a few unlucky words later and the three boys find themselves in the court of King Arthur, trying to figure out a way to get home as well as stay alive. The humor and fast-paced story is perfect for kids who are not quite ready for the Wimpy Kid series.
For the past twenty years Melissa Buron has worked as a librarian and teacher for young people in Africa, Europe and the United States. In addition, she is an author, blogger and journalist. You can find her at www.melissaburon.com or on Facebook, LinkedIn and Twitter (@melissaburon). Contact her with your favorite mystery/adventure books or just to say “hi!”
Our guest, Janet Wanamaker, is a Reading Specialist in Wisconsin who works with struggling readers:
In my work with children who struggle to learn to read, a book has to engage the reader. I was fortunate to experience the moment when a child who had struggled for years was matched with a break-through book. To hear, “I never read a whole book before!” is a magical experience. The selections below can make the difference for a reader who just hasn’t gotten hooked…..yet.
Dori Hilstedt Butler’s Buddy Files series really engages kids. The first book in this mystery series is: The Case of the Lost Boy. The story is told from the dog’s point of view, which may be new to some readers. The pages are visually appealing to readers who can’t handle a lot of text. Illustrations also add to the reader’s understanding of the story. This was a turning point book for a 4th grade student who had difficulty with attention and processing. Though the book can be enjoyed by on-grade-level readers in second grade, it is still appealing to an older struggling reader, thanks to Buddy himself.
Mary Casanova’s Dog Watch series begins with Trouble in Pembrook and features “dogtectives.” The author’s dogs are her inspiration for the characters and a town in northern Minnesota where registered dogs are free to roam without leashes gave her the idea for this mystery series. Kids can see photos at Casanova’s website. It is impossible to overstate kids’ love of books with dogs. This six-book series has a reading level of 4.2.
My final suggestion is the Extreme Adventures series. This series, by Australian Justin D’Ath currently has six books. The first is Crocodile Attack, which is at a fifth grade reading level. The series is set in Australia, so kids may need to do some image searches to aide in their understanding. It does help to read the series in order. These books really move from one dangerous situation to the next. Some reading experts caution that kids should not get hooked on fast-paced action books because they miss out making emotional connections to the characters. My theory is that until the student has that breakthrough, finishing a book, he might never willingly read the more emotion-based book. This series can be tricky to track down, but it is well worth the effort.
Janet Wanamaker is a school speech pathologist, with a second master’s degree in Language and Literacy, and is certified as a Reading Specialist in Wisconsin. She is also a fellow of the National Writing Project, and is part of the Fox Valley Writing Project at the University of Wisconsin-Oshkosh. She loves children’s literature and learning the stories behind the books and the people who write them.
London Ladd grew up loving comic books in Syracuse, New York. He started drawing in his teens and his first big break came when he was asked to illustrate the book March On! The Day my Brother Martin Changed the World (Scholastic) written by Christine King Farris, sister of Dr. Martin Luther King Jr. We’re thrilled he was able to stop by ReaderKidZ and share a few thoughts about his latest work in Under the Freedom Tree. Welcome, London.
ReaderKidZ: You travelled to Virginia to walk in Frank, James, and Shepard’s footsteps, why was this important for your creative process?
London: It was very important in so many ways and I can’t state that enough. To see firsthand and walk the steps they walked brought a deeper understanding and appreciation of the feat they accomplished. The escape from the Confederate camp at night, taking a skiff and paddle across the rough waters of the Chesapeake Bay to Fort Monroe not knowing what to expect took great courage. Seeing this deep, murky water helped me appreciate the true sense of danger that those three men faced. When I saw the Emancipation Oak in person for me the tree represents stability, comfort and protection under its strong, wide limbs. When I painted the illustrations those memories came back to me.
ReaderKidZ: How long from start to finish did it take you to illustrate this book? Did you ever get in your own way? Any challenges?
London: Actually the only challenge was fighting for this project. I wasn’t the first choice, but my agent forwarded me an early draft she received from Charlesbridge with some notes. The art director liked my work but not for this project. I fell in love with the story, and I was determined to change her mind. So I quickly sketched a mock up of the first page with the three men running away and sent it to them, and explained how moved I was by the story. After nervously waiting a few weeks, I was selected November, 2011. February, 2012 I received the finished manuscript, and I sent the completed artwork March, 2013. It’s been a labor of love, and I’ve enjoyed every step of the way.
ReaderKidZ: We love the illustration of the teacher reading to the children under the old oak tree. The light peeking through the canopy branches. The children gathered at the teacher’s feet. Attentive. Still. Hopeful. What was your favorite scene to illustrate? And why?
London: Thank you very much, that page is very special to me. I think you summed it up so well.
It’s really difficult to pick a favorite because there is something about each one of them that makes them meaningful. When I read the first page it became vivid in my mind. I could hear the crickets chirping, the pounding of James, Shepherd and Frank’s footsteps into the grass, the hurried breathing, and I could see the moonlight reflecting off of the marshy water. Right from the beginning, the action starts. It was important for me to capture the tension and the sense of urgency causing the reader to want to turn the page to see what happens next.
ReaderKidZ:What do you hope young people take-away from your illustrations in Under the Freedom Tree?
London: There are two things I hope young people take away. First, this fascinating piece of American history. When children see the illustrations I would like for them to gain a greater appreciation and understanding of this historical event, and how it played a significant role in the freeing of African American slaves.
Secondly, I would like for children to know how committed to telling this story I was: from the hours of online research, to interviewing people on the phone, to driving eight-plus hours to Hampton, Virginia so I could connect to the story on a deeper level by seeing the actual landmarks, to using myself as a model to take pictures so I could make sure stances, movements, and actions were right, and the isolated hours in the studio painting the illustrations. It was a great experience.
Under the Freedom Tree tells the story of three runaway Confederate slaves who steal away under night’s blanket of protection and row their weathered skiff to the Union side. They’re seeking freedom, a chance to build a life for themselves, but if they’re caught, “Shackles. The whip. Sold downriver. Or worse.”
VanHecke’s free verse is stunning, rich in imagery. Readers will hang on every word as James Townsend, Frank Baker, and Shepard Mallory stand bravely before Union General Benjamin Butler and await their fate. When the Confederate messenger arrives, wanting their slaves returned, Butler boldly seizes them as contrabands of war – enemy property – because Virginia has seceded from the union of states. This opens the door for, “hundreds, then more. Runaways. Stowaways. Barefoot, mud-crusted” to flee. The road to freedom is lengthy, but because of the courageous decisions of Frank, James, and Shepard – they help deliver their race from the shackles of slavery. Ladd’s illustrations are nothing short of magnificent. Bold, emoting, and intense. His light illuminates on every page, drawing the human eye to the drama. An author’s note and bibliography round out this exquisite piece of children’s literature. For ages 6 to 9.
We asked Susan VanHecke and London Ladd if they’d share a few behind-the-scene moments about how this story was born, and part I of our interview begins with Susan in 3, 2, 1…
What inspired you to write Under The Freedom Tree? And why do you think this story is important for young readers?
Several years ago, I ran across a striking photo of a huge old oak tree in the back of a local magazine here in southeastern Virginia, where I live. The caption described the tree as where area slaves heard the Emancipation Proclamation in what some scholars believe was the first reading of that document in the South. Turns out, without ever realizing it, my kids and I’d driven by this tree—which stands on the campus of Hampton University, just a few miles from our home—countless times. How could we have not known about such an important landmark? Why hadn’t my children learned about this historic place at school?
As I started to research, I was excited to learn the full story. I cheered the runaways Frank, James, and Shepard for bravely taking their fate into their own hands and rowing to the Union line. I applauded Union General Butler’s decision to not return the fugitives to the Confederates, claiming them instead as enemy “contraband.” I marveled at how the thousands of contrabands who then streamed into Fortress Monroe built their own communities out of the Confederates’ rubble and went to work for the Union. I was thrilled by the contrabands’ illegal reading and writing lessons taught under that big tree’s branches. And I rejoiced at the contraband slaves learning of their freedom under those same branches when the Emancipation Proclamation was read a couple of years later.
This was a fresh new view of the road to emancipation, and I wanted my children and their classmates to learn this remarkable history. It’s important to know that African Americans were courageous and active participants in securing their own freedom. The “classic” version of emancipation shows freedom bestowed upon the helpless slaves, and that’s actually far from the truth, many historians point out.
The story is written in free verse, why did you choose this style and structure?
I tried for a couple of years to write the contrabands’ story in prose. But it was too dry, too flat; it just didn’t seem to capture the drama, the emotion, at the core of the tale.
Frank, James, and Shepard were surely terrified when they stole that skiff and rowed nearly three miles by moonlight to the Union line, not knowing what would happen when they got there. Those thousands of runaways who, hearing of the new “contraband” status, made their muddy, dusty, dangerous way to Fortress Monroe were certainly determined, driven, and full of hope. The contraband children taught their 1-2-3s and A-B-Cs under that sheltering oak tree must have been excited to learn these basic skills so long denied to their people. And, wow, can you imagine the jubilation when President Lincoln’s important document was read under that tree, which would come to be called Emancipation Oak?
It seemed that poetry might be the best way to capture all of that. When I visited Emancipation Oak myself—it’s open to the public—I envisioned all that had happened near and under the tree during the Civil War. I could feel all that emotion, and the words just started flowing.
What are the challenges in writing a big story “slaves escaping to freedom” like this? And how do you balance the emotions and facts in a way that doesn’t leave one side top-heavy?
Great question. I think my background in newspaper and magazine journalism helped keep me on track with the just-the-facts “reporting.” Reading slave narratives from the area gave a voice, at least in my head, to the characters in the book. And the many amazing vintage photographs and illustrations of the contrabands and their struggle that I discovered in my research added that human element. You can check out a gallery of those images at the book’s website, www.underthefreedomtree.com.
What part of the story did you connect with the most? Why?
For the sheer drama of what they pulled off, the three slaves’ nighttime escape from the Confederate line still gives me goosebumps. When illustrator London Ladd visited my area to research, we stood at the very point where the runaways began their journey. It was quite moving—and intimidating—to see the wind tossing the waves, the other shore barely visible off in the distance. What Frank, James, and Shepard did was pretty heroic.
As a mom and a writer, those lessons under the tree really resonate with me. Mary Smith Peake, the free black teacher who willingly broke the law to teach the contrabands to count and write and read, is without a doubt another hero of this tale.
Part II of our interview with illustrator London Ladd will follow shortly so stay tuned! Also a downloadable educator/curriculum guide created by ReaderKidZ’s Debbie Gonzales can be found by clicking HERE.
Good news update! WHEN HURRICANE KATRINA HIT HOME was selected as a Notable Book for Older Readers by the Sydney Taylor Awards, the Association of Jewish Libraries.
What a shock to everyone who decided to wait out the storm. Hurricane Katrina burst levees, flooded acres of homes, and destroyed entire neighborhoods. What made the difference between death and survival?
The color of one’s skin? Being rich or being poor? Being prepared for one of the worst storms to hit New Orleans? Or stubborn courage?
Gail Langer Karwoski wrote about Hurricane Katrina using alternating voices and perspectives of two very different characters– Chazz and Lyric. Lyric lives in the Ninth Ward where people are poor and have few resources, such as a car to get them quickly out of town. When the rushing flood waters rose higher than windows and doors, they have nowhere to go but to flee to the rooftops of their homes and hope the rising flood waters don’t topple them over or wash them away. Or leave them stranded without food or water.
Chazz lives in the wealthy Garden District of New Orleans. Money or resources were not a problem. But for Chazz, family was a problem, specifically the absence of a parent who is always “away,” too busy, even when the biggest storm of the century threatens his safety.
Hurricane Katrina hits harder, faster and bigger than anyone predicted. New Orleans is unprepared. Crisis becomes chaos. No electricity, no cell service, no way to find out what’s happening or how to get help. The wind whips stronger, the water rises higher. Chazz and Lyric live in very separate parts of the city. Their lives are usually worlds apart. Suddenly they share a common goal – survival!
Do they have the courage to risk their own lives, their family’s safety, to help each other?
This story will keep you turning pages and also thinking about the courage it takes to fight to survive… and help others.
Gail has written several books about major disasters. I read Gail’s book about the terrible tsunami that hit the Hilo area on the Big Island of Hawaii. Then I had to read her book about the San Francisco earthquake, Quake! Disaster in San Francisco, 1906. I contacted Gail to ask about this book. Her replies are as interesting as the stories she writes:
ReaderKidZ: Why did you choose to write this book with two perspectives? Did you have two families in mind before writing the story?
Gail: I started out writing this book with a single narrator – Chazz. I chose him because he was NOT from a poor neighborhood! I wanted to show that ANYONE can get stuck in a scary, terrible situation when a disaster strikes.
Every person who got trapped by New Orleans flood waters had their own story to tell. I learned this when I went to New Orleans and interviewed people before I started writing. I also read lots of books full of eyewitness accounts. Although everybody’s story was a little different, the pattern was the same: Each person had a very good reason for deciding to stay in New Orleans during the storm. Each person took measures to protect themselves, but they had no way of knowing that the levees would break and lake waters would flood the city. During the disaster, people did whatever they could to survive, and they tried to help others who were in trouble.
As I wrote, another character in my story started to intrigue me. That was Lyric. I experimented – just for the fun of it – and let her tell parts of the story from her perspective. I liked what she said! Her point of view made the story richer. She had different insights than Chazz. She understood things that he missed. Each of these children came to the storm with different life-experiences. As our guides into this disaster, each of the kids offered valuable information. In the end, I couldn’t decide which narrator was best, so I kept both!
ReaderKidZ: Why do you write about real disasters, such as earthquakes, tsunami, and now, a hurricane?
Gail: I’m fascinated by survival stories. Yes, I’ve experienced earthquakes and hurricanes – but not deadly ones. These events are metaphors for the actual disaster in my own childhood. That was my mom’s death from cancer. At the time, I thought that was the worst thing that could ever happen. I didn’t know any other kids who had a mom who died, so I felt alone and confused.
Research about what happens during a disaster confirms the hard lesson from my childhood: Even after something awful happens, we can survive. Disaster shakes us to our core, but we find the strength we need. In the worst of times, we reach out and help each other. We come away as better people.
Thank you, Gail, and congratulations on the book’s Sydney Taylor Award, a wonderful recognition well deserved.
Touted as one of the most enticing series for reluctant readers, Lauren Tarshis’s I Survivedseries hits the ground running! These books make history come alive with sizzling passion and panache. The success of this series lies not only in expert storytelling depicting exciting historical details, but also in Lauren’s ability to emotionally connect her readers with a fictional survivor of each disastrous event. Kids who normally find tales of the past to be snore-able, discover these stories to be powerful.
It almost goes without saying that the I Survived series is the perfect complement to any middle-grade classroom. Lauren offers a plethora of discussion guides, read aloud activities, and lots and lots of reading resource materials on her website. But, one of the most entertaining bits of support material is the on-line Survivor’s Quiz offered by Scholastic’s The Stacks. Access the link and gauge how you would react if you were suddenly confronted by a real life danger. The results just might surprise you.
Bombs away! Look out below!
Just for fun, meet two Titanic survivors in the video below and imagine what their story would be like as middle-schoolers. Or, if you’d rather not imagine a story, read the first book in the series, I Survived the Sinking of the Titanic, 1912, and compare experiences.
See how the enthusiasm for these books has become contagious?
Also, in addition to authoring this action-packed series, Lauren is the editor of Storyworks, a fascinating school magazine loaded to the brim with interesting stories and sound academic supplemental materials. Access the link and be wowed by this rich publication. It is truly incredible.
The newest book in the popular “I Survived” series is I SURVIVED THE NAZI INVASION 1944. Two more books are already in the pipeline, with more to come. ReaderKidZ talked to author Lauren Tarshis about how she researches each disaster, the challenges of creating a fictitious story around each one, and why there are no girl protagonists in any of the books.
ReaderKidZ:I have to say it: all of the protagonists are boys. Sometimes they have younger sisters, but boys carry the action. Why is that, do you anticipate that will change in future books, and what did your daughter have say about that?
LT: Sigh. I know. My feeling is that the kind of kids who really NEED these books – those struggling boy readers – are less likely to read a book with a girl on the cover. Whereas those enlightened girl readers are more open to a boy character. I get LOTS of emails about this issue, from mothers and teachers and girls. I wish I could say, “I promise I’ll feature a girl soon!” But I will continue to feature boys, and add strong girls as I can.
ReaderKidZ:You use both national and international disasters. That’s great. Kids need to know about important events in other countries. How do you choose your disasters, and what are some that you might write about in the future?
LT:Now mainly I’m responding to what kids tell me they are interested in . I get all of those emails, and they come up with some great ideas! Scholastic is actually running a little contest to pick the topic for book 11 – kids will be able to vote on three choices, all drawn from emails from kids. Not sure what the final choices are, but it’s great to be able to draw from what the kids want to read about.
ReaderKidZ:I love the story you tell about each disaster, but what I really admire is the way you make up a fictitious character and put him, with all of the personal challenges he’s facing that are unrelated to the disaster, into the middle of it. Every family and child in each book is different. Which was the harder part to write?
LT: Just thinking about this makes me nervous. Definitely the hardest part is thinking of the characters, their back story, and how they will grow through the disaster. It’s never that they simply survive, but somehow the experience needs to propel them in a positive direction – closer to their family, more appreciative of their inner strength, FREEDOM (like Thomas in the Gettysburg book), and always aware of their resilience. It takes me many drafts to figure out the main character, and I always go through a feeling of panic that I will never discover him. I long for my own character who can appear over a series of books, and grow and change in the readers’ eyes over the life of the series.
ReaderKidZ:You have a terrific facts section at the back of each book. I can’t help but feel that teachers and librarians around the country are finding the “I Survived” series a very helpful teaching tool. What do you know about how the books are being used in classrooms and schools?
LT:This has been a great part of the series, the fact that many teachers have embraced the books. I have been editor of Storyworks for so long, and have a pretty worshipful attitude towards teachers. I love talking to teachers, hearing from them, figuring out how work I do could make their lives easier. What I hear from teachers is mostly about their success with their struggling readers. I’m always moved by how teachers feel a deep responsibility for not only teaching their kids TO read, but to try to ignite a passion for reading. I think many educators are drawn to the field by this feeling of mission. And it’s really satisfying to be a part of that journey with many teachers.
ReaderKidZ:Thanks for joining us on ReaderKidZ, Lauren. We appreciate your passion for kids, books, and teachers and look forward to reading the next books in this terrific series!
Don’t miss Part 1 of Lauren’s interview with ReaderKidZ HERE.
Mission Statement
To provide teachers, librarians, and parents with the resources and inspiration to foster a love of reading in kids, K-5.
