Book Description

This delightful cumulative text, in both English and Spanish, radiates the joy of holiday traditions and the warmth of family love. An excellent book for emergent readers, which can easily be transformed into a simply play. Illustrated with powerful colors by Terry Ibáñez.

Author’s Note

Christmas was always a very special season of the year for me as a child, and later a wonderful time to share with my children and our large family. Some of the names of the characters in the story are names of real members of my family like my son Alfonso, and my wonderful aunt Mireya. For some real life information on our unusual Christmas celebration, you can look up “Christmas for All” (in Under the Royal Palms) “Navidades para todos” (en Bajo las palmas reales).

Reviews

School Library Journal

Grade 1–3: The meter and appealing rhyme scheme of the cumulative verses apparent in the Spanish text are missing in the English version. The simple story centers on a Christmas tree and the joy it brings to those who assemble to decorate it. Straightforward sentences describe, first in English, then in Spanish, one thing that each family member contributes to the tree. As each decoration is repeated, the refrain grows longer. “Look at the beautiful Christmas tree/with the bright candle/Grandma lit,/the candy cane/Grandpa hung,/the sleigh/Uncle Irineo painted,” etc. The artwork, done in acrylic paint on black paper, features deeply saturated background shades of red, orange, blue, green, and violet. The figures are portrayed in a primitive, folk-art style and the dark hues chosen for the backgrounds and festive, decorative borders give them depth and texture. A visually attractive addition especially for bilingual and Spanish-language collections.

“One by one members of a family add decorations to their Christmas tree, and Ada’s cumulative text charts their offerings –from Grandma’s candle to Uncle Irineo’s painted sleight ornament. With a line of text in English followed by the line in rhyming Spanish, the quiet graceful narrative is complemented by Ybáñez’s folk-art style illustrations, rendered in acrylic on black paper. Simple borders start out incorporating a single visual element –candy cane, stars, a spring of evergreen –and grow gradually more intricate as additional ornaments are added.” (Publishers Weekly, October 1997).

“[…] The simple story centers on a Christmas tree and the joy it brings to those who assemble to decorate it. Straightforward sentences describe, first in English, then in Spanish, one thing that each family member contributes to the tree. As each decoration is repeated the refrain grows longer. “Look at the beautiful Christmas tree / with the candy cane / Grandpa hung, / the sleigh / Uncle Irineo painted,” etc. The art work, done in acrylic paint on black paper, features deeply saturated background shades of red, orange, blue, green, and violet. The figures are portrayed in a primitive folk-art style and the dark hues chosen for the backgrounds and festive decorative borders give them depth and texture. A visually attractive addition especially for bilingual and Spanish-language collections.” (School Library Journal, November 1997).

READERS’ RESPONSES

A Mexican Folktale in a Bilingual Format

RECOGNITION

Gold Medal, Folklore Category, NAPPA – National Parenting Publications Association

BOOK DESCRIPTION

Once, a long, long time ago, the sun disappeared from the sky. Everything was dark for many days. All the animals went to search for the sun in the rivers and lakes, through the fields and forests, but the sun was nowhere to be found. Little by little all the animals gave up, except for the faithful lizard. Finally one day she found a strange glowing rock and discovered the sun fast asleep. But no one could persuade the sun to wake up. Then the emperor organized a great feast, with the finest dancers and musicians, so the sun would wake up and never fall asleep again. Since that day, all lizards love to lie in the sun, to remember the day when one of their own brought light and warmth back to the world.

AUTHOR’S NOTE

What a gift to have had Felipe Dávalos create the art for this story! Felipe Dávalos is a great artist and also a learned scholar. As an archaeologist he knows a great deal about the time and setting of this story. And his wonderful illustrations reflect his art and his knowledge.

REVIEWS

School Library Journal

Kindergarten-Grade 3: A bilingual (English/Spanish) retelling of a Mexican folktale. When the sun does not appear for several days in a row, everyone becomes anxious. Various animals set off to look for it in such places as rivers, lakes, the jungle, and even in the cone of a volcano. After searching high and low, they give up, except for Lizard. Her faith and perseverance is rewarded when the celestial body is found sleeping under a rock. The story emphasizes the importance of the sun to all living creatures. The colorful double-page illustrations evoke the native culture by featuring characters in their decorated tunics and headdresses. In addition, the use of musical instruments such as drums reinforces Indian culture. Readers will cheer Lizard as she finds the Earth’s source of light and warmth. An excellent choice for storyhours. –Vianela Rivas, NYPL.

Kirkus Reviews

Ada (Mediopollito/Half-Chicken, 1995, etc.) elongates a Mexican folktale about a tenacious lizard who won’t stop looking for the sun when it disappears; Dávalos creates a series of half-lit, blue-toned spreads that evoke the world of the Aztec empire. A first-person introduction explains natural absences of the sun (behind the clouds, etc.), and prepares readers for a time, long ago, when the sun disappeared for no reason. Animals and birds search for it, and fail; only the lizard continues, finding a strangely glowing rock and rushing off to the city to tell the emperor. He tells her to move the rock, which she attempts, but the rock won’t budge–once more, she’s off to the city. The emperor comes to the rock with a woodpecker, and its beak splits the rock open, revealing a sleeping sun, who drowsily agrees to return to the sky if the emperor will provide the liveliest musicians and dancers. So the entertainment is arranged, and all ends well, with the inauguration of an annual feast. English and Spanish texts appear on each spread of this pleasant tale, diluted only by the several journeys of the lizard between rock and city, and the sun’s prolonged resistance to waking up. (Picture book/folklore. 5–8).

Center of Children’s Books

“Once in ancient Mexico, the sun disappeared. For days the anxious people wait for the sun to return, but it does not. When lizard discovers a rock lowing with an inner light, she tells the emperor and they awaken the sleeping sun; it returns to the sky, shedding light and warmth on all the earth. Ada retells this traditional tale with graceful language and read aloud rhythms, juxtaposing images of the tenacious, questing lizard against the darkness of jungle, marketplace, and palace. Dávalos paintings are rich with color and expression as the bright green lizard traverses the torchlit night in balanced compositions that spring to bright life with the discovery of the brilliant, sleeping sun. […]” (The Bulletin for the Center of Children’s books. October, 1997)

Bookpage

“[…] The Cuban-born author says she hopes the dual-language format will help awaken children’s interest in acquiring a second language, and certainly it should arouse their curiosity. Artist Felipe Dávalos, originally from Mexico, has created a colorful, exotic landscape full of pyramids, cacti and ancient Mexican sculpture and design. His illustrations beautifully capture the glowing changes as the sun shines once more. “The Lizard and the Sun” is a sumptuous introduction to the land of the Aztec and Maya.” (Bookpage. October, 1997)

The Reading Teacher

“[…] Felipe Dávalos’s stylized double-page illustrations complement the bilingual text handsomely. Cross-hatching and speckled backgrounds add shading and texture to artfully arranged compositions that echo the city’s pyramid shapes.” (Reading Teacher, September 1998)

School Library Journal

“A bilingual (English/Spanish) retelling of a Mexican folktale. When the sun does not appear for several days in a row, everyone becomes anxious. Various animals set off to look for it in such places as rivers, lakes, the jungle, and even in the cone of a volcano. After searching high and low, they give up, except for Lizard. Her faith and perseverance is rewarded when the celestial body is found sleeping under a rock. The story emphasizes the importance of the sun to all living creatures. The colorful double-page illustrations evoke the native culture by featuring characters in their decorated tunics and headdresses. In addition, the use of musical instruments such as drums reinforces Indian culture. Readers will cheer Lizard as she finds the earth’s source of light and warmth. An excellent choice for story hours.” (Vanesa Rivas, NYPL, School Library Journal, August, 1997)

Booklist

“Presented in both Spanish and English, this gentle traditional tale from Mexico shows how people working together can get the job done. When the sun disappears from the sky it is lizard who discovers “a rock that is shining as though it had a light inside.” Traveling to the distant city she tells the emperor who orders her to move it. But when is unable to, the emperor and the woodpecker help lizard release the reluctant sun trapped inside. The structure is different from many folktales, allowing more room for Ada’s eloquent voice. Dávalos sets the story during the time of the Aztec empire; his stylistically detailed artwork is initially veiled in midnight blue but erupts in golden yellow when the sun finally returns to the sky. According to the author’s note, Ada remembers this pourquoi story from an old reading text.” (Julie Corsaro, Booklist, December, 1997).

MINI LESSON TO PRESENT THIS BOOK:
THE LIZARD AND THE SUN

by Alma Flor Ada

The Story

This ancient legend takes place when the city of Tenochtitlán was one of the largest in the world. It tells how a little green lizard by not giving up was able to save the world from disappearing in the shadows. The outstanding illustrations by Felipe Dávalos allow us to participate in the daily life and the magnificence of the great Inca empire.

How This Book Was Created

The major civilizations of the Americas have been for me a constant source of admiration and pride. Among its many legends I was always fascinated by the lizard who would not give up, because it reflects so well an important saying that has guided my life, a sayings that has led Latinos searching for development: ¡Sí se puede! Yes, we can! I grew up in contact with nature and was always delighted by lizards, very abundant in my home land. As a young child I would collect their eggs and placed them on a planter, watching them for hours in the hope of seeing them hatch. The little lizards never came out during my watch, so I had to be content seeing the empty crumbled shells. It is a great joy for me that Maestro Felipe Dávalos would share in the creation of this story. Due to his background in archaeology and his deep knowledge of the period of this story, Felipe Dávalos was able to recreate this world both with great authenticity and artistic originality.

Themes, Concepts and Values

• life in the Aztec Empire
• the city of Tenochtitlán
• music
• perseverance or tenacity
• the importante of not living up

Vocabulary

• animals: jaguar, eagle, hare, deer, frog, toad, woodpecker
• places: pond, field, lake, jungle, mountain, volcano, desert
• concepts: empire, palace, throne, emperor
• values: constancy, perseverance, tenacity

Cultural Enrichment

The great city of Tenochtitlán, capital of the Inca Empire was one of the largest and most important cities of its time. Built over a lake it had ample bridges, beautiful palaces and magnificent temples. Much of the transportation was done with canoes. In its extraordinary market place one could find a great diversity of products, produce and handcrafted item. The Aztecs, like many of the indigenous people of the Americas, gave homage to the Sun and celebrate great festivities in its honor.

To Introduce The Book

If you turn off all lights and place several lighted candles, the students will be able to have an experience similar to the one described in the book. Later they will be able to discuss their experience and contrast it with those in the legend.

Previous Knowledge and Experiences

Talk about these contrasts. The students’ comments will vary. You may want to write them down.

• Light: Advantages = One can see
• Light: Disadvantages = One cannot see
• Darkness: Advantages = One can rest
• Darkness: Disadvantages = One may trip

Invite the students to share what they already know about the Aztec Empire. Here are some examples of possible answers. Write the ones the students offer.

Aztec Empire:
Where? Ancient México
When? In the XV Century
How? Daily life: They cultivated corn and cacao. Government: They had an emperor and several castes. Education: There was a school for young men, the “Calmecac.”

Encourage them also to share their ideas and feelings about the topic.

Creative Dialogue

These questions, or similar ones, will facilitate a true dialogue between the reader and the text. In this way the reading will not only enrich the students with new visions and ideas, but will allow them to recognize themselves as protagonists in their own lives.

Descriptive Phase. To facilitate comprehension of the text.

• Why were the persons worried when the sun disappeared?
• Which were some of the animals that search for the sun?
• Why did they give up?

Personal Interpretive Phase. To relate the text to personal experiences. These comparisons may validate personal experiences or enrich them, they can corroborate the text or compliment it.

• Have you ever faced a difficulty? Were you able to resolve it?
• Have you seen anyone solve a difficult problem? How?
• Do you know anyone who did not give up in the face of adversity?
• What in your life is so important you would never give it up or you will be persistent to preserve it?

Crítical/Multicultural Phase. To stimulate reflection against discrimination, racism, prejudism or inequality and in favor of social justice and peace.

• Do you believe it is important to not give up? Why?
• Do you believe Latinos have shown tenacity in this country? How?

Creative/Transformative Phase. To analyze the readers’ own reality, enriched and strengthened by the dialogue, in order to make decisions for future actions in pro of justice, equality and peace.

The sun gives light and warmth and permits life. What can you do to improve your own life? To improve your home environment?

The Sun gives joy. When the sun shines the birds sing and children play. What can you do to bring joy to others?

Literatura en acción:
LA LAGARTIJA Y EL SOL

por Alma Flor Ada

La historia

Esta antigua leyenda, que ocurre cuando la ciudad de Tenochtitlán era una de las más grandes del mundo, relata como una pequeña lagartija verde que no se dio por vencida logró salvar al mundo de desaparecer en la oscuridad. Las extraordinarias ilustraciones de Felipe Dávalos nos permiten participar de la vida diaria y de la magnificencia del gran imperio azteca.

Cómo se creó este libro

Las grandes civilizaciones de América son, para mí, constante motivo de admiración y orgullo. Entre sus muchas leyendas me fascinó siempre la de la lagartijita que no se dio por vencida, porque refleja tan bien el importante dicho popular que ha regido mi vida y que ha servido de lema a los hispánicos que buscan la superación: ¡Sí se puede!. Como crecí en contacto con la naturaleza, siempre me encantaron las lagartijas que son muy abundantes en mi tierra. De niña recogía sus huevecitos y los reunía en una maceta y los observaba por horas, soñando ver aparecer las lagartijitas. Pero jamás se decidieron a salir en mi presencia, y tenía que contentarme sólo con ver los cascaroncitos vacíos. Es una alegría inmensa para mí que el Maestro Felipe Dávalos compartiera la creación de este libro. Por su formación como arqueólogo y su profundo conocimiento de esta realidad, Felipe Dávalos pudo recrear este mundo con toda exactitud a la vez que con su usual genialidad artística.

Temas, conceptos y valores

• la vida en el Imperio azteca
• la ciudad de Tenochtitlán
• la música
• la perseverancia o tenacidad
• la importancia de no darse por vencido

Vocabulario

• animales: jaguar, águila, liebres, venados, ranas, sapos, pájaro carpintero
• lugares: prados, lagunas, charcos, selva, montañas, volcanes, desierto
• conceptos: imperio, palacio, trono, emperador
• valores: constancia, perseverancia, tenacidad

Enriquecimiento cultural

La gran ciudad de Tenochtitlán, capital del Imperio Azteca, era una de las mayores y más importantes ciudades de su tiempo. Construida sobre una laguna, tenía amplios puentes, hermosos palacios y templos extraordinarios. Mucha de la comunicación se hacía en canoas. En su enorme mercado se encontraba una gran diversidad de productos alimenticios y artesanales. Los aztecas, como muchos de los pueblos indígenas de América, rendían culto al sol y hacían grandes festividades en su honor.

Para presentar este libro

Si apaga todas las luces y coloca varias velas encendidas permitirá que los alumnos tengan una experiencia similar a la descrita en el libro. Luego podrán comparar sus experiencias.

Conocimientos y experiencias previas : Conversen sobre estos contrastes. Las respuestas variarán. Anótelas.

Contrastes:

• Luz: Utilidades = Se puede ver
• Luz: Desventajas = No se puede dormir
• Obscuridad: Utilidades = Permite descansar
• Obscuridad: Desventajas = Uno puede tropezarse

Invítelos a compartir lo que sepan sobre el imperio azteca. Aquí hay algunos ejemplos de respuestas posibles. Anote las que den los alumnos.

El imperio azteca:
¿Dónde? En el antiguo México
¿Cuándo? En el siglo XV
¿Cómo?
Vida diaria: Cultivaban el cacao
El gobierno: Tenían un emperador y distintas castas
La educación: Tenían una escuela para jóvenes llamada “El Calmecac”

Anímelos a expresar también sus ideas y sentimientos sobre el tema.

Diálogo Creador

Estas preguntas u otras similares facilitarán un verdadero diálogo entre el texto y el lector. Así la lectura no sólo enriquecerá a los niños con nuevas visiones e ideas, sino les ayudará a reconocerse a sí mismos como protagonistas de su propia vida.

Fase descriptiva — Para facilitar la comprensión de la lectura

1. ¿Por qué estaban preocupadas las personas cuando el sol desapareció?
2. ¿Cuáles fueran algunos de los animales que lo buscaron?
3. ¿Por qué se dieron por vencidos?

Fase interpretativa personal — Para relacionar el texto a las experiencias personales. Estas comparaciones pueden validar las experiencias personales o enriquecerlas, pueden corrobar el texto o complementarlo.

1. ¿Te has enfrentado alguna vez a un problema difícil? ¿Pudiste resolverlo?
2. ¿Has visto a alguien resolver un problema difícil alguna vez? ¿Cómo lo hizo?
3. ¿Conoces a alguien que no se da por vencido¿ ¿n qué ha perseverado esa persona?

Fase crítica/Multicultural — Para estimular la reflexión crítica en contra de la discriminación o los prejuicios y en favor de la justicia social y la paz.

1. ¿Crees que la perseverancia es importante¿ ¿Por qué?
2. ¿En qué forma crees que los hispánicos hemos perseverado en este país?

Fase creadora / transformadora — Para analizar al mundo real de los lectores, enriquecidos y fortalecidos y tomar determinaciones para acciones futuras en pro de la justicia, el bien y la paz.

El sol da luz y calor y permite la vida. ¿Qué puedes hacer tú para que tu vida sea mejor? ¿Para que el ambiente en tu casa sea mejor?

El sol da alegría. Cuando hay sol los pajaritos cantan y los niños juegan.¿Qué puedes hacer tú para alegrar a otros?

Lesson Plan

http://teacher.scholastic.com/writewit/mff/folktale_meetalma.htm

READERS’ RESPONSES

BOOK DESCRIPTION

This delightful cumulative text, in both English and Spanish, radiates the joy of holiday traditions and the warmth of family love. An excellent book for emergent readers, which can easily be transformed into a simple play. Illustrated with powerful colors by Terry Ibáñez.

AUTHOR’S NOTE

Christmas was always a very special season of the year for me as a child, and later a wonderful time to share with my children and our large family. Some of the names of the characters in the story are names of real members of my family like my son Alfonso, and my wonderful aunt Mireya. For some real life information on our unusual Christmas celebration, you can look up “Christmas for All” (in Under the Royal Palms) “Navidades para todos” (en Bajo las palmas reales).

REVIEWS

School Library Journal

The meter and appealing rhyme scheme of the cumulative verses apparent in the Spanish text are missing in the English version. The simple story centers on a Christmas tree and the joy it brings to those who assemble to decorate it. Straightforward sentences describe, first in English, then in Spanish, one thing that each family member contributes to the tree. As each decoration is repeated, the refrain grows longer. “Look at the beautiful Christmas tree/with the bright candle/Grandma lit,/the candy cane/Grandpa hung,/the sleigh/Uncle Irineo painted,” etc. The artwork, done in acrylic paint on black paper, features deeply saturated background shades of red, orange, blue, green, and violet. The figures are portrayed in a primitive, folk-art style and the dark hues chosen for the backgrounds and festive, decorative borders give them depth and texture. A visually attractive addition especially for bilingual and Spanish-language collections.

Publishers Weekly

“One by one members of a family add decorations to their Christmas tree, and Ada’s cumulative text charts their offerings –from Grandma’s candle to Uncle Irineo’s painted sleight ornament. With a line of text in English followed by the line in rhyming Spanish, the quiet graceful narrative is complemented by Ybáñez’s folk-art style illustrations, rendered in acrylic on black paper. Simple borders start out incorporating a single visual element –candy cane, stars, a spring of evergreen –and grow gradually more intricate as additional ornaments are added.” (Publishers Weekly, October 1997).

School Library Journal

“[…] The simple story centers on a Christmas tree and the joy it brings to those who assemble to decorate it. Straightforward sentences describe, first in English, then in Spanish, one thing that each family member contributes to the tree. As each decoration is repeated the refrain grows longer. “Look at the beautiful Christmas tree / with the candy cane / Grandpa hung, / the sleigh / Uncle Irineo painted,” etc. The art work, done in acrylic paint on black paper, features deeply saturated background shades of red, orange, blue, green, and violet. The figures are portrayed in a primitive folk-art style and the dark hues chosen for the backgrounds and festive decorative borders give them depth and texture. A visually attractive addition especially for bilingual and Spanish-language collections.” (School Library Journal, November 1997).

READERS’ RESPONSES

If you have enjoyed reading or sharing this book, I would very much like to hear from you. Please click here to send your comments.

Bilingual Anthology of Folklore for Young Children

RECOGNITIONS

Notable Book in the area of Language Arts by National Book Council
Best Ten Books for Babies, Beginning with Books, Center for Early Literacy
Best Book of the Year, Nick Jr. Magazine
Media Award, Parent’s Guide to Children’s Media
100 Titles for Reading and Sharing, New York Public Library
Books of the Year Award, Parenting Magazines
2 x 2 Reading List, Texas Library Association
Starred Review, School Library Journal
Starred Review, Críticas
Miami Herald Best Books of the Year

BOOK DESCRIPTION

El sol es de oro
la luna es de plata
y las estrellitas
son de hoja de lata.

The sun’s a gold medallion
The moon’s a silver ball.
The little stars are only tin;
I love them best of all.

Here is a groundbreaking bilingual collection of traditional rhymes that celebrates childhood and Spanish and Latin American heritage. From playing dress up to making tortillas, and from rising at daybreak to falling asleep, these joyful rhymes are sure to delight young readers.

Passed down from generation to generation, the twenty-nine rhymes included have been lovingly selected by distinguished authors Alma Flor Ada and F. Isabel Campoy. English adaptations by Alice Schertle capture the spirit of each rhyme and have a charm all their own. Accompanied by enchanting illustrations by Spanish artist Viví Escrivá, this collection is destined to become a beloved classic for children already familiar with the rhymes as well as those encountering them for the first time.

AUTHOR’S NOTE

The treasuries of the folklore, whether rhymes, riddles, songs or tongue twisters were precious gifts in my childhood. In gratitude for the joy they gave me I have tried to share them in multiple forms, within poetry anthologies, like Días y días de poesía, Gorrión gorrión, and in books, like Mama Goose, MooMuu, Merry Navidad and many others. I have written about my childhood experiences with these folk traditions in the book Pin Pin Sarabín. I hope you find as much joy sharing this book as I had during its compilation.

REVIEWS

School Library Journal

Pre-School–Grade 2: Following in the tradition of Margot Griego’s Tortillitas para Mama (Holt, 1995) and Jose-Luis Orozco’s Diez deditos (Dutton, 1997) comes this stellar collection of nursery rhymes. Selected from the rich oral tradition of Latin America and the American Southwest, most of the verses are known throughout the Spanish-speaking world. The rhymes cover everything from early morning birds to elephants to angels, and the reason for their enduring popularity is clear. Deeply rhythmic verses, compelling rhyme schemes, and words that “play trippingly on the tongue” characterize every verse. Schertle’s excellent English adaptations are not literal translations but poetic re-creations. They retain the rhythm, meter, and general meaning of the originals, making the rhymes as memorable and memorizable in English as they are in Spanish. Escriv ‘s watercolor and colored-pencil illustrations use brilliant hues and detail to reconstruct a young child’s world. Certain to become a staple for preschool and early elementary programs, this offering is also a wonderful, reassuring lap book. A must-purchase for libraries. © 2003 Reed Business Information, Inc.

Booklist

PreSchool: As the preface to this delightful book states, nursery rhymes and songs are an important part of Spanish oral folklore. The 29 rhymes here–some accompanied by finger plays or games, and some simply meant to be chanted on their own–in most cases came to the Americas from Spain. They are presented both in Spanish and in English, although “to preserve the charm of the original rhymes,” the English versions are not translations but “poetic recreations.” Even adult readers with a rudimentary knowledge of Spanish will see some of the differences, but both versions have a sweet, rhythmic simplicity that will get children singing, clapping, and perhaps making some forays into a new language. The watercolor illustrations, featured prominently on the page, are a mix of historical and contemporary, generic Latin American scenes, and pictures of animals (not Escriva’s artistic strong suit). Parents, teachers, and librarians will find a multitude of uses. –Ilene Cooper.

Grandma’s Book Letter

GRANDMA RECOMMENDS… FOR BABIES AND TODDLERS:
¡Pío Peep! Traditional Spanish Nursery Rhymes, selected by Alma Flor Ada and F. Isabel Campoy.

The authors tell us that Spanish oral folklore is rich in nursery rhymes and songs, some are fragments of ancient medieval ballads while others are old harvest songs. Ada and Campoy have gathered some of the best known and most loved rhymes in this lively bilingual edition.

…

Give the gift of another culture to wee ones this season with a bilingual bedtime reading of “Pio Peep: Traditional Spanish Nursery Rhymes.” Vivi Escriva catches the eye with bright watercolors while Alice Schertle preserves the sing-song sound as the 29 rhymes move from Spanish to English. The result of one translation is, “Rice Pudding / rice pudding / it’s married I’ll be / I’ll find in the city / the right girl for me.” — Linda Piwowarczyk

Great Kids Books

I really enjoy sharing poetry and stories from other cultures with young children. Here is a wonderful collection of traditional Spanish nursery rhymes and songs, in both Spanish and English. It’s perfect for toddlers and young children, but would also be great to explore with slightly older children who are leaning Spanish… More »

READERS’ RESPONSES

www.youtube.com/watch?v=7JwecWt24UE

If you have enjoyed reading or sharing this book, I would very much like to hear from you. Please click here to send your comments.

A Latin American Folktale in a Bilingual Edition

RECOGNITIONS

Aesop Award Accolade – American Folklore Association
Pick of the Lists – American Booksellers Association
Americas Commended List

BOOK DESCRIPTION

Have you ever seen a weather vane? Do you know why there is a little rooster on the top, spinning around to tell us which way the wind is blowing? Here is the answer in this old, old story about a very special chicken. With only one eye, one leg, and one wing, Half-Chicken sets off to see the world. His adventures take him far and wide, until at last he’s carried straight to the top in this lively, humorous retelling, in Spanish and English, of a traditional folktale. This traditional Hispanic folktale was set in colonial Mexico, to provide children with a glimpse of that period of Mexican history.

AUTHOR’S NOTE

As a young child I loved listening to my grandmother tell this story. Later this tale became a favorite for my children. Whenever I go, I look for weather vanes, since Half-chicken supposedly was the first weather vane. I enjoy seeing how many different shapes people have thought for this friendly artifact to tell the direction of the wind. One of my dreams is someday to travel around the world taking pictures of all the different weather vanes.

On retelling this story which my grandmother loved to tell, I chose her version, of collaboration, as opposed to other versions in which Half-chicken refuses to help when requested to do so, and ends up being punished, instead of helped. I know how much it meat to me as a child that Half-chicken misadventures would have a satisfying ending.

The welcoming received by the book and the joy of the hundreds of children to whom I have told the story add constantly to my unending gratitude towards my grandmother.

REVIEWS

School Library Journal

Pre-School–Grade 2: An adaptation of a Spanish folktale that explains the origin of weather vanes. The hatching of a chick with only one wing, one leg, one eye, and half the usual number of feathers raises quite a stir on a colonial Mexican ranch. All of the attention encourages the vain Mediopollito, Half-Chicken (as he is called), to seek his fortune. He encounters, in turn, fire, water, and wind and assists each of them during the course of his trip “to Mexico City to see the court of the viceroy!” In return, the elements come to the fowl’s aid and Half-Chicken finds his rightful place in the scheme of things. The repetitive and predictable nature of the tale makes it an appropriate read-aloud choice. The translation retains the meaning and flavor of the original Spanish, which appears alongside the English on each double-page spread. The folksy and brightly colored illustrations, “inspired by the patterns and texture of Mexican murals,” provide lively and interesting visual information. While the characters are at times a bit caricatured, this title remains a good addition to folklore collections. –Graciela Italiano, Weber State University, Ogden, UT

Booklist

Ages 4–8: Hip hop hip hop, Half-Chicken is off to Mexico City to see the court of the viceroy. Along the way, he helps the stream, the fire, and the wind, and they, in turn, help Half-Chicken when the viceroy’s cook tries to turn him into chicken soup. Finally, the wind blows Half-Chicken to safety atop a palace tower. “And from that day on, weathercocks have stood on their only leg, seeing everything that happens below, and pointing whichever way their friend the wind blows.” Ada gives her riotous retelling of this traditional folktale about the vain but helpful Half-Chicken a flavorful colonial Mexican setting. Howard matches the frolicsome mood and Hispanic setting with exuberant and glowing illustrations inspired by the patterns and textures of Mexican murals. Presented in a bilingual format and brimming with silliness and the simple repetition that children savor, this picture book is a jewel that will add a spicy sparkle to any folktale collection. –Annie Ayres.

The Horn Book

Noted translator and writer Ada has set her bilingual retelling of this traditional tale from Spain in colonial Mexico. As the humorous rather off-beat story opens, a mother hen hatches a chick with “only one wing, one leg, only one eye, and only half as many feathers as the other chicks.” Half-Chicken, as he comes to be known, gets a swelled (half) head from all the attention he attracts and decides to travel to Mexico City to show his uniqueness to the viceroy. Off he hops, stopping on his urgent quest only to unblock a stream impeded by branches, fan a small fire that is about to go out, and untangle a wind caught up in some bushes.”

“Half-Chicken finally reaches the viceroy palace, but instead of the hero’s welcome he expects, the little rooster is greeted with jeers and ignominiously thrown into a kettle on the kitchen fire. The good deeds Half-Chicken performed on his journey, however, literally get him out of hot water: the grateful fire tells the water to jump on him and put him out, and the water complies. Then, tossed out of the window by the frustrated cook, Half-Chicken is again rescued, this time by the wind, who blows him to the top of a tower. There, transformed into a weather-vane, he is forever safe from cooking pots. Ada’s liberal use of repetition, especially in describing Half-Chicken’s gait –“hip hop hip hop” –and the convention of the three helpers keep this rather unusual story grounded, with Howard’s vibrant, jaunty illustrations, rich in warm reds and golds and lively with pattern and texture, move the story forward with great energy. Her humorous depiction of poor scrawny Half-Chicken is particularly successful. ” (M.V.P., The Horn Book. November/December 1995)

Pick of the Lists

“A traditional Spanish folktale set in Mexico stretching the tale of a vain half-chicken who becomes a weather vane. Written in both Spanish and English (with full text in both languages), it is a welcome addition to the bilingual shelf. It is also a wonderful tale, painting the humor and delight of Mexico for those who cannot read or speak Spanish.” (“Pick of the Lists”, American Bookseller Magazine. August 1995)

Library Talk

“Alma Flor Ada’s Medio Pollito/Half-Chicken spins a Latin-American version of a Spanish tale explaining why weather vanes stand on one leg. English is one side of the double pages. Spanish on the other. A chick is born with only one wing and leg: a half chicken. He decides he is important enough to go to the viceroy’s court in Mexico City. On the way he helps some water, fire, and wind. When he ends up in a cooking pot in the viceroy’s palace, the elements help him escape to a rooftop, where he remains. Repeated themes will read well aloud. Kim Howard’s mixed-media double-page scenes present stylized details, often having the look of batik on cloth.” (Library Talk. May/June, 19996)

UC Davis School of Education

Summary: Alma Flor Ada retells a folktale in Spanish and English. The folktale is about how the weather vane originated. It is all told through the main character, Mediopollito, who is not an ordinary chick.

Recommendation for Parents: One of the most obvious benefits to this book is the fact that it is bilingual. Children should be exposed to different languages. The illustraitions are colorful and vivid. The book also has a very important message: it is ok to be different because we all have something to offer… More » — UC Davis School of Education, Read Aloud Recommendations

Americas Commended List

This well-done bilingual folktale explains why the weather vane has a little rooster on one end that spins around to show which way the wind is blowing. In contrast to the Ugly Duckling, here the unique and unlike-others chicken becomes vain from all the attention! Readers will find themselves exploring the unusual and brilliant illustrations.

Dozens of links to lesson plans, activities, and worksheets for all books in the series.
http://www.loveland.k12.oh.us/district/ technology/itech/les/reading/h.htm
http://urbanext.illinois.edu/eggs/res33-suggested.html
http://greatkidbooks.blogspot.com

READERS’ RESPONSES

Welcome Readers! Click to hear an interactive presentation by Mrs. Yencho’s 3rd Grade Rockin Readers! Enjoy!

If you have enjoyed reading or sharing this book, I would very much like to hear from you. Please click here to send your comments.

Bilingual Anthology of Folklore for Young Children

BOOK DESCRIPTION

Alma Flor Ada and Isabel Campoy, acclaimed authors and scholars of Latino literature, have spent years culling popular and beloved lullabies, jump-rope songs, riddles, proverbs, and more from all over the Spanish-speaking world. The result is the most comprehensive bilingual folklore collection available in this country. Full of charm and humor, rich with the diversity of Latino cultures, this one-of-a-kind treasury is the perfect introduction to Latino folklore for English speakers, and a trove of familiar favorites for Spanish speakers.

AUTHOR’S NOTE

The trea­suries of the folk­lore, whether rhymes, rid­dles, songs or tongue twisters were pre­cious gifts in my child­hood. In grat­i­tude for the joy they gave me I have tried to share them in mul­ti­ple forms, within poetry antholo­gies and in books, like ¡Pío Peep!, MuuMoo, Merry Navi­dad, Ten Little Puppies/Diez perritos and many oth­ers.

I have writ­ten about the wonderful moments these folk tra­di­tions brought to my childhood in the book Pin Pin Sarabín. I hope you find as much joy shar­ing this book as I had dur­ing its compilation.

REVIEWS

School Library Journal

Pre-School–Grade 2: This lovely compendium includes lullabies, finger games, lap games, sayings, nursery rhymes, jump-rope songs, proverbs, riddles, tall tales, a ballad, birthday songs, and Christmas carols. The format is spacious, with lots of room for both the Spanish and English text and clear, charming watercolor cartoon illustrations that vary from spreads to small insets. The selections, which are just as much fun to read in English as in Spanish, are wonderful examples of paraphrasing. While not literal translations, the general sense of the rhymes is maintained in cadence and rhyme. This is a perfect example of translation as an art form and of the fact that license sometimes trumps literalness. A perfect companion volume to the authors’ ¡Pío Peep! (HarperCollins, 2003).

Booklist

Pre-School–Gr. 2: This packed-to-the-gills volume features nursery rhymes, riddles, sayings, and songs drawn from the rich traditions of Spanish-speaking cultures. Arranged in thoughtfully introduced sections such as “Canciones de comba / Jump-Rope Songs” and “Adivinanzas / Riddles,” the 68 selections appear first in Spanish, followed by a loose recasting of the original in italicized English. Tracey Heffernan is credited with “creative editing of the English,” a role that extends beyond strict translation to produce English entries that preserve features such as rhyme, onomatopoeia, and repetition. The results occasionally stray significantly from the originals’ sense, so readers hoping to enrich a developing second language won’t be particularly well served; others will wish for musical notation and annotations about each entry’s cultural origins. (Jose-Luis Orozco’s bilingual poetry collections include more of both.) Still, native Spanish speakers wanting to share favorite rhymes with children will relish this book’s breadth–and young speakers of either language will appreciate the bouncing rhythms and nonsense fun. Two indexes, one in Spanish and one in English, conclude, and lighthearted watercolors by Suarez appear throughout. Jennifer Mattson

READERS’ RESPONSES

If you have enjoyed reading or sharing this book, I would very much like to hear from you. Please click here to send your comments.

BOOK DESCRIPTION

Perico, the parrot, learns to say “Let Me Help!” from little Martita, who’s been saying that a lot lately. When the whole family scrambles to prepare for Cinco de Mayo, Perico knows there must be some way he can help—even if he is just a parrot.

Perico tries to help make delicious tamales. He tries to help craft beautiful paper flowers for the barge his family will take down the San Antonio River. He tries to help the boys practice their mariachi number on the porch. But at every turn Perico is shooed away, until he finally figures out how he can add something special to the Cinco de Mayo fun.

This is the story of every young reader who has been told he or she is too little or too young to help. Angela Domínguez’s vibrantly hued paintings glow with the rich colors of the southwest. Let Me Help! is a joyful read-aloud even the littlest helpers can celebrate year around.

AUTHOR’S NOTE

The inspiration for this book comes from several sources that one day combined to give birth to the story.

Parrots were very common pets on my home island of Cuba. My great grandmother always had a parrot perched on a large iron ring in her kitchen. I especially remember a cotorra which she called Cotita. When we moved to the city, the next door neighbors had a parrot, a perico, which would frequently call my father’s name at the most unsuspecting times. He would cry Modesto!!! in a voice that sounded so human it constantly fooled my father into believing some one was calling him. Needless to say he found that parrot most annoying!

I have always loved the city of San Antonio from my very first visit, and have always rejoiced when conferences and in-services gave me the opportunity to visit it.

This book is in a way a homage to San Antonio and to the state of Texas where I have always been most welcome. I have done numerous presentations in Texas, I have taught summer courses both at the University of St. Thomas in Houston and at UT in El Paso, and while I have never resided in Texas I have spent many days of my life in the Lone Star state.

Finally, as a mother of four children and grandmother of nine, I am very much aware of how important it is for little children to be given the opportunity to help.

CONNECTIONS

Celebrations are part of every culture. Families celebrate birthdays and weddings, and society celebrates historical dates and accomplished people. In recognition of the importance of celebrations, Isabel Campoy and I have written the twelve books of the series Stories to Celebrate or Cuentos para celebrar.

Some fiestas develop greater meaning over time. For example, Cinco de Mayo commemorates the Battle of Puebla, when on May 5, 1861, the Mexican army defeated the French, who had invaded Mexico. Today, in the United States, Cinco de Mayo celebrates the contributions of all Latinos to life in our society. Several pieces of my work relate to Cinco de Mayo. One of them is the book Celebrate Cinco de Mayo with a Mexican Hat Dance or Celebra el Cinco de mayo con un Jarabe Tapatío. This book, as all others in the Celebrate Series is divided in two sections: a fictional narrative and a non-fiction explanation of the celebration.

The story uses the idea of the poem, “Jarabe tapatío” included in Corre al Coro, number 4 of the collection Música amiga. The poem, has been turned into a song by Suni Paz, and appears in the CD of the same name. The Cinco de Mayo celebration is also the setting for the book The Empty Piñata or La piñata vacía from the series Stories the Year ‘Round or Cuentos para todo el año.

Book Reviews

Críticas / School Library Journal

Gr 2–5: After escaping from his cage, Perico, a parrot, sees his family preparing for a Cinco de Mayo celebration and wants to be part of the excitement. He volunteers to help make tamales, reciting a line he learned from little Martita: “Let me help! Let me help!” His offers are repeatedly brushed away by family members as they make paper flowers and pan dulce and practice their trumpets. Discouraged, Perico follows the family’s barge and watches as its topmost decoration hits a bridge and falls into the San Antonio River. At that moment, he perches atop the barge and saves the day as only he can. The vibrant and festive colors used throughout invite readers into the celebration, and the images are true to the people they portray. The bilingual text is fluid in both Spanish and English, and the subject is sure to spark interest in the holiday. With this story, Ada reminds children that good intentions are the best help that anyone can offer.–Roberto Zapata, San Antonio Public Library, TX

Los bloguitos / La bloga

Perico learns this phrase from little Martita, who’s been saying it a lot lately. When the whole family scrambles to prepare for Cinco de Mayo, Perico knows there must be some way he can help—even if he is just a parrot.

Perico tries to help make delicious tamales. He tries to help craft beautiful paper flowers for the barge his family will take down the San Antonio River. He tries to help the boys practice their mariachi number on the porch. But at every turn Perico is shooed away, until he finally figures out how he can add something to the Cinco de Mayo fun.

Acclaimed author Alma Flor Ada’s tale is the story of every young reader who has been told he or she is too little or too young to help. Angela Domínguez’s vibrantly hued paintings glow with the rich colors of the southwest. Let Me Help! is a joyful read-aloud, yay!

Alma Flor Ada is an award-winning children’s book author, a gifted translator, and one of the leaders in the field of bilingual education in the United States. Born in Cuba, Alma Flor received her PhD at the Pontifical Catholic University of Lima, Perú, did her post-doctoral research at Harvard University as a Fellow of the Radcliffe Institute, and is a Fulbright Research Scholar. She was named Professor Emerita at the University of San Francisco in 2004. She lives in Northern California’s Marin County.

Angela Domínguez was born in Mexico City and raised in Texas. Growing up, she loved to read and to draw. In 2007, she received her MFA in illustration from the Academy of Art in San Francisco. When she is not drawing, she enjoys the outdoors and drinking coffee. She hopes that her illustrations make people of all ages smile. This is her first picture book, and second children’s book. She lives in Fresno, California.

Look out for Let Me Help! in April. It’ll be out just in time to help you plan your Cinco de Mayo festivities. — http://labloga.blogspot.com/2010/01/quiero-ayudar-let-me-help.html

An INterview with the Illustrator

www.youtube.com/watch?v=F7bOzqxHtCU

READERS’ RESPONSES

If you have enjoyed reading or sharing this book, I would very much like to hear from you. Please click here to send your comments.

Book Description

This story has been adapted from a popular children’s song. Count along in Spanish and English as each one of ten adorable puppies disappears from the pages.

Colorful and playful illustrations by artist Ulises Wensell, a vibrant rendition of the classic nursery rhyme by Alma Flor Ada and Isabel Campoy with a new and satisfying ending, and a delightful English adaptation by Rosalma Zubizarreta will make this edition an instant family favorite.

The book offers several pages of non-fiction information about the ten puppy breeds featured.

Puppies have never been so irresistible!

AUTHOR’S NOTE

The Diez perritos song was a favorite during my childhood. Years later it would become a favorite of my own children. While the song is lively and playful, there was always a certain amount of sadness as the puppies disappeared to an uncertain fate. So when Isabel Campoy and I decided to create a book based on this song we made sure that, when the puppies disappear from the page, following the rhyme it’s to engage in fun adventures.

Dogs have been an important part of my life, as well as for Isabel. The puppies here honor the dogs in our lives.

It was a particular joy that Ulises Wensell would create the wonderful illustrations. Ulises, his creative wife Paloma, and I have been good friends since the early 1970s. when Ulises illustrated my reading series Hagamos caminos, creating a series of whimsical characters that continue to enliven the pages of those books and workbooks. And since that time I cherished the dream of having a book illustrated by him. It was particularly touching that when I asked him that the last puppy, the one that remains as the protagonist’s great love, be a Samoyed he remembered our beautiful Snowflake that he had met very many years ago. I know that last puppy was painted with special love.

REVIEWS

School Library Journal

In one of the most popular counting rhymes in Spanish folklore, 10 adorable puppies decrease by one with each page turn. Enticements such as snow, pastries, fireworks, a new home, theater, sickness, and fun cause the puppies to move on, until only one remains as a beloved companion for a child. Vibrant colored-pencil and watercolor illustrations are done in deep hues of green, pastels, and earth tones to create realistic images that capture the spontaneous, playful, and affectionate nature of the pups. The text can be sung or spoken in Spanish or English. The English translation skillfully utilizes rhyme to maintain the story’s authenticity while accurately reflecting the original poem. The back section contains musical notation of the melody, guitar chord symbols, the bilingual verses in their entirety, and a glossary with information about the 10 dog breeds featured. Large, appealing illustrations will make this a favorite for storytime presentations; an excellent source in helping children to develop prereading skills, and a fun way to introduce them to early math concepts such as addition and subtraction.
–Cristi Jenkins, Fort Vancouver Library District, WA

A collection of animal-themed nursery rhymes in Spanish, from Spain and Latin America, with English translations. If you liked Pio Peep, Merry Navidad, and Mama Goose, you’ll love Muu Moo!

Awards

Junior Library Guild Selection

Reviews

New School Library Journal

Pre-School-Gr 2: The creators of ¡Pío Peep! (2003) and Merry Navidad! (2007, both HarperCollins) have put together another treasury of Spanish nursery rhymes. ¡Muu, Moo! is a collection of animal rhymes that includes such beloved favorites as “Una paloma blanca” and “Debajo de un botón,” along with original verses by both selectors. Rather than a verbatim translation of the Spanish, the English versions retain the rhythm and musicality of the originals. Escrivá’s watercolor illustrations include fun details such as a flea dressed up as a bride, a smiling snail, a frog with a big fly stuck in its mouth, and a dancing monkey wearing a frilly yellow dress. In addition to being a perfect resource for bilingual programs, this book will be enjoyed as a bedtime read-aloud.–Rebecca Hickman, Nova Southeastern University, Fort Lauderdale, FL

Latin Baby Book Club

June 2010 Libro del Mes / Book of the Month
This month, the LBBC will be celebrating nursery rhymes and folktales. For most of us, these were the first stories we learned and I would bet the majority of you still remember them. In Latin America, nursery rhymes can be unique to a particular country, but most are universal throughout the Spanish-speaking world. These folktales are the rhythm and song of our cultural spirit and our children should be spoon-fed each one to nourish their cultural identities. As parents, we must start early to create positive, happy associations with our Latino heritage to combat much of what the world will tell them as they grow.

Just a few years ago, Latino folklore and nursery rhymes were only available by word-of-mouth. Today, we are lucky to have a growing number of authors and illustrators working to document these precious tales for future generations to enjoy. So it is fitting, then, that our Libro del Mes be the latest release from two of the leading authors dedicated to capturing the stories of our Latino childhoods.

Alma Flor Ada and F. Isabel Campoy have produced an incredible amount of books for the Latino children’s market. They are consummate storytellers with what seems like an endless number of tales to tell. In ¡Muu, Moo! Rimas de animales, Animal Nursery Rhymes the authors once again team up with artist Viví Escrivá to bring you a classic collection of poems and stories for children. ¡Muu, Moo! quickly brings to mind one of their previous collaborations, ¡Pio Peep! Rimas tradicionales en Español, Traditional Spanish Nursery Rhymes. This latest release contains 16 rhymes from Spain and Latin America with full text in both English and Spanish. I appreciate the fact, however, that the English versions are not literal translations, but rather poetic renditions that reflect the essence of the Spanish original. For example, here is one of the shorter rhymes in the book, Primavera…

En el prado el caracol
saca los cuernos al sol.
Como premio, el girasol
Le da un beso al caracol.

A busy bee joins in the play,
Buzzing over to say, “Good day!”
Oh, what delights a day can bring
On this very first morning of Spring!

I was also touched by the introduction, where the authors state that “for Latino children, this book is offered as a bridge between their own childhood and that of their ancestors. To bear good fruits, we need strong roots.” What a blessing it is that we now have the opportunity to share such beautiful words, thoughts and images with our children. I hope that you, dear reader, take advantage of the many books now available to help your children establish their “strong roots.”

Escrivá’s illustrations bring to life the softness and innocence of childhood. Her distinctive work subtly captures the feeling of the Latino culture through the thoughtful details she gives to clothing, architecture, home décor, and landscape.

This book is a perfect addition to any bilingual family’s library. Both English speakers and Spanish ones will delight in the subject matter and the joyful illustrations. — Monica, Latin Baby Book Club

Story circle

¡Muu, Moo! is a bilingual collection of seventeen adapted traditional poems and nursery rhymes, from Spain, Latin America, and the United States, centering around animals because the animals interest the young child. Ada and Campoy have included a few of their poems as well. Instead of tranlations, the authors include poetic renditions of the Spanish originals in English, reflecting the charm of the originals… More »

READERS’ RESPONSES

If you have enjoyed reading or sharing this book, I would very much like to hear from you. Please click here to send your comments.

Come share the joy of a Hispanic Christmas!

In this warm and vibrant collection of traditional Spanish Christmas carols, or villancicos, noted authors Alma Flor Ada and F. Isabel Campoy bring to life the holiday traditions of Latin America and Spain. The creative English adaptations by Rosalma Zubizarreta both capture the spirit of the originals and add a new dimension to the songs. And Spanish illustrator Viví Escrivá‘s spirited illustrations are perfect backdrops for the lyrics, adding rich holiday flavor.

Come sing along! ¡Feliz Navidad! and Merry Christmas!

AUTHOR’S NOTE

The celebration of Christmas was very important during my childhood and later during my children’s childhood. Although my family was not Catholic my parents considered celebrating Christmas an important aspect of our Cuban culture. Relatives came from other cities and every year we created a large and elaborate nacimiento or Nativity scene and during the many days we waited first for Decemnber 25 and later for January 6, or Día de los Reyes Magos, Christmas carols contributed to create a joyful atmosphere.

My childhood memories of Christmas are described in the vignette “Christmas for All” in Under the Royal Palms. In the Spanish version “Navidades para todos” en Bajo las palmas reales.

Christmas has also inspired many of my books: I Don’t Want to Melt or No quiero derretirme and The Golden Cage, or La jaula dorada both in the collection Stories the Year ’round, or Cuentos para todo el año. As it happens with many other stories in this twelve book collection these two books were inspired by my own children. One of the volumes of the series Stories to Celebrate or Cuentos para celebrar, co-authored with F. Isabel Campoy also centers on the dates of Dceember 25 and January 6: Celebrate Christmas and Three Kings Days with Pablo and Carlitos, or Celebra Navidad y el Día de Reyes con Pablo y Carlitos. Of course, on that series of multicultural celebrations there are also books dedicated to celebrate Hanukkah and Kawanzaa.