by Michael Ian Black
Illustrated by Debbie Ridpath Ohi
Not plain, yet simple, this book is FUN!
A little girl, let’s say a precocious 4, beautifully rendered with simple wood-cut lines, is bored, bored, bored, blahhhhh, bored. And so is the disagreeable potato she has befriended.
“What do you like to do?” asks the little girl. The potato makes a suggestion. But, seeing how flamingos are scarce, she must do her best to entice the spud with other distractions.
She demonstrates games and tumbling, to no avail.
So she must resort to her imagination.
Finding the ballerina and lion tamer banal, the starchy little antagonist goads the child on, each new page turn revealing more and more elaborate scenes that fill with detail, colour, and emotion, until she’s HAD IT with the tuber’s bad attitude, and storms off.
Dynamic use of text layout and vibrating line work make this picture book a funny and entertaining read, but the funniest bits come from the incorrigible potato.
Reading Chapter Books
Reading chapter books is different from reading picture books. At the heart of it, there are two reasons to read fiction: comprehension and entertainment. To help your child/student understand and enjoy chapter books, there are a few things to think about.
First, chapter books are more complicated than picture books. Many picture books are simply concept books. This means there is no story. There are just some ideas about a topic, like counting or feelings. Chapter books are almost always stories, and the reader has to know how a story is put together. So, the reader has to know about the setting, the characters, and the time. The reader also has to know about story beginnings, middles, and ends. As well, in chapter books, the problem and solution part of a story is very important, and it takes much longer for the problem to be fixed. Many chapter book series are quite formulaic, even beyond the typical progression of the story arc in a novel. Beginning and reluctant readers will often latch onto a series because this familiarity makes reading each successive book easier.
Second, there can be two stories that happen at the same time. This means that there are two problems to think about, and sometimes two main characters. Keeping these problems straight can be hard for people just starting to read chapter books.
Third, the length of a chapter book needs good memory skills, so that the story events and details can be remembered for the whole time it takes to read the book.
Fourth, depending on the book, there can be a lot of extraneous, superfluous, and diverting information that the reader has to filter through. The more descriptive the writing, the more outside of the reader’s experience, and the more purposely obtuse details (in the case of mystery and suspense), the more difficult (and one might argue more enjoyable) the read.
The increased complexity and depth of chapter books makes them a challenge, but the plot complications, older subject matter, and rich language make them an experience for all young readers to aspire to. And each experience makes the next one better.
Here are some tips for kids reading chapter books.
Talk about what you are reading as you read. When you talk about your reading, you give your brain extra practice remembering what happens. This will help to keep the whole story in the memory for the whole time it takes to read the book.
Visualize (picture) the characters and setting as you read about them. The pictures will help you remember these important parts of the book.
As you start each chapter, think about what you read in the chapter before. This is really good if you have just picked the book up again after a break. If you can’t remember what happened before, reread the last few paragraphs you read, to remind you.
Make sure you understand what is happening. Books are supposed to make sense. If things don’t make sense, you probably read something wrong, or remembered something wrong (or you’re reading a badly written self-published book – or a badly written professionally published book authored by a “celebrity”). Go back and reread the part that is confusing you. If that doesn’t help, reread the part that makes you think the new part is confusing. For example, if you read a part that says your character is angry at his friend, but then you read a part where he and his friend are happily playing together, maybe you missed something, or misunderstood something you read. Read both sections again, to figure it out.
Always remember that the character has a problem to solve. If you think about that problem and how everything that is happening helps to solve the problem or makes the problem worse, the story will be easier to remember and more enjoyable to read.