Category Archives: 2nd through 4th grade

Feb10

Muslim Girls Rise: Inspirational Champions of Our Time by Saira Mir illustrated by Aaliya Jaleel

Women you have heard of, some you are meeting for the first time. Some you like, some you disagree with, women that cover, women that don’t, some young, others older, some athletic, some academic, some a little bit of both. One fictional, a few political, but in the end, all strong women of today, all Muslim, all unique, from all over the world, all known for paving the way for others to follow.

In 42 pages, 19 females are highlighted and illustrated to inspire Muslim and non Muslim boys and girls alike, but really Muslim girls will get the most out of it. Sure a female gets mentioned here or there in other compilations of influential people of our time, but this one, well, this one seems mostly for us.

There are famous females in science, activism, fashion, film, sport, education, media influencers, make-up artists, you name it, and Muslim’s participate, so finally a book shining a light on the best of the best. With each person getting a full two page spread, a few tidbits about who they are and what they are “famous” for are detailed in easy to read sentences that inspire, and if you haven’t heard of them before, enough general knowledge to get acquainted. A few felt a little generic, but once you have a name, Googling them or researching them, is obviously, not difficult.

I wish there was a bit more information detailing who was chosen and why. At first I thought it was US or “western” movers and shakers, but then you have Maria Toorpakai Wazir, the tennis player in Pakistan, and Shirin Ebadi from Iran. So then I thought ok, they are all contemporary, but Maryam Mirzakhani passed away in 2017. Needless to say, one could argue that the list is arbitrary, and I think I would agree.

One could also argue, that these women may make history for notable things, but that they might say or do things that you might take issue with, and again, I agree. They are people, they are fallible, and diverse, and have different perspectives and life experiences, but that’s ok, infact I think that might even be the point. We all have different passions, and paths, and views and yet at the end of the day we should be able to lift each other up and inspire. I think every person who reads this book will find someone that sounds or feels or looks like them, and that is a good thing, no, a great thing!

My favorite was the Kamala Khan entry, because I didn’t realize the G. Willow Wilson was Muslim. I erroneously assumed the other co-creator, Sana Amanat gave Kamala’s back story and home life its sense of OWN Voice, and I love that I learned I was wrong from a book.

The illustrations are right on and do an amazing job of conveying the character and the inspiration of the collection. The book is much needed and I hope they do a similar style book for Muslim women in other time periods.

Special gratitude and appreciation to Gayartri Sethi (IG @desibookaunty) for gifting me this book for no other reason than to share the power and strength of women, and being a leader in that, by sending me a beautiful book. May I learn from your generosity and pay it forward! Thank you.

Jan31

Mr. Wolf’s Class by Aron Nels Steinke

Posted on January 31, 2020 by islamicschoollibrarian

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I know this AR 2.1, 156 page graphic novel probably doesn’t deserve a review, but for as important as OWN voice books are, books with Muslim characters thrown in the mix are important for representation too. Yes sometimes we are the star and we definitely need to tell our own stories, but we are also friends, and side-kicks and supporters too. In this case we are a purple duck with a headscarf named Aziza, that thinks she is smarter than the other 4th graders in Mr. Wolf’s class, but fits right in with the quirkiness of the anthrmorphized cast too. There is nothing mentioned about the scarf or about Aziza’s faith, there is also a boy named Abdi in the class that is a cat and could also be Muslim, but really, in this silly book which is the start of a series, I was just so giddy to see a Muslim included and grateful for the representation.

SYNOPSIS:

It is the first day of 4th grade and Mr. Wolf is nervous. Margot is new too, but the other kids seem to know each other already. Aziza, Abdi, Randy, Sampson, Henry, Penny, Bobby, Lola, Oliver, Stewart, Miguel, Noah, Molly, Lizzy, Oscar, and Johnny are all different animals and all unique. The book is really just a handful of the characters trying to survive the first day of school. Whether it be confronting another teacher about stealing your stapler, making a friend on the bus, having rats steal your lunch, falling asleep in a box because your new baby brother kept you up on all night, or trying to figure out why you have to show your work when on a math assessment. The book will resonate with kids 2-4th grade and make them giggle at the silliness of it all.

WHY I LIKE IT:

I love that the teacher is more nervous than the kids about the first day of school and that they all seem to be doing the best they can. Aziza is earily irritated by her classmates who don’t seem to want to do their work, but she is no more annoying than the other students and all seem to have diverse backgrounds and issues at hand. The author was an educator and the book reads true to any one who has littles or has been in a school environment, making it all the more charming. There are four books thus far in the series and my kids say Aziza features prominantly in the second book too. I have had this book in my house for a while now, and for some reason just now paid attention to the cover today when begrudgingly scolding my kids about leaving books out everywhere. I asked if the duck had on a hijab and two of my boys without budging to put away said book, replied, “yeah it is Aziza.” As if seeing a muhajaba duck is the norm, who knows maybe it is. So, I sat down to read the book with enthusiasm and 20 minutes later, thought how great it is to be included. Representation does shape perception, and non Muslim kids may not think anything of it, or my own kids who are flooded with Islamic fiction books, but I can only imagine how ecstatic I would have been as a kid to be included as the norm without fanfare or explanation given.

FLAGS:

They talk about if farts are better or ice cream in the creation of a venn diagram.

TOOLS FOR LEADING THE DISCUSSION:

Wouldn’t do it for a book club, but would definitely have it in a class library and school library. Fun book, seemingly fun series, and easy reading for all levels.

https://www.mrwolfsclass.com/interviews-and-press

Jan27

Teach Us Your Name by Huda Essa illustrated by Diana Cojocaru

Posted on January 27, 2020 by islamicschoollibrarian

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Teach Us Your Name by Huda Essa illustrated by Diana Cojocaru

This book will resonate and empower anyone who has a “different” name, and hopefully provide insight and awareness for us all. This 32 page picture book for grades 1st and up has a self empowering message, a confidence building approach, and problem solving tips to achieve a desired goal in a respectful way. Written by a Muslim author, the book’s text is well done, unfortunately the pictures are inconsistent to me, some are beautiful and detailed, others seem rushed and unfinished.

There are 20 letters in Kareemalayaseenadeen’s name, and the first day of school is such a stress for her. She fears the teacher stumbling over her name, the other children laughing, and her unable to tell them how to pronounce her name correctly. Her mom tries to explain that for some people the kids at school have hard names, and that for some people her name is easy.

She reflects that in fact no one has ever made fun of her for her name, but that in history class she never sees her name, or on TV or in movies or on key chains. She can hardly fit her name on her worksheets, and fitting it on banners is impossible too. Eventually the kids kust call her Karma-Deen and even though she dislikes it, she is too shy to speak up.

Over the summer, Kareemalayaseenadeen goes on vacation to visit family. She doesn’t even think much about her name where everyone can pronounce it and say it with ease. Her Sittee though, has heard about her anxiety and sits with her to help her work through it.

Sittee asks Kareemalayaseenadeen if she knows that her name means “excellent guidance” and that her name is a big part of her. If she doesn’t like her name she isn’t liking an important part of herself. She then urges her grandaughter to guide others on the proper way to pronounce her name.

On the flight home, she ponders her grandma’s words and how to guide others to proper pronouncation, without being rude or settling on them shortening her name. When she gets home she puts her plan in to action. And it works!

When Kareemalayaseenadeen grows up, she becomes a teacher and each year she reads this book she has written (the one I’m reviewing) and asks her students to teach her how to say their names.

The importance of how valuing someones name values the person and their family and culture is really one that as a society we have to keep working on. We can say names from Lord of the Rings, and Star Wars and Game of Thrones with no problem, so why can’t we try and pronounce someone’s name who is real and next to us and important to us? We have become lazy, and we need to do better, this book is sweet and kind and should really be read regularly as a reminder to us all, that names are beautiful.

There is nothing religious about the book or even culture specific. There is a hijabi in the illustration of the market place in the unspecified “overseas country” and the name Kareemalayaseenadeen has Arabic bits, but a lot of names do as well, grandma is refereed to as Sitti, but isn’t defined, so the book is definitely meant for eveyone, especially those who will never find their name on a mug at a gift shop!

Jan21

Amira Can Catch! by Kevin Christofora illustrated by Dale Tangerman

Posted on January 21, 2020 by islamicschoollibrarian

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Amira Can Catch! by Kevin Christofora illustrated by Dale Tangerman

This is book four in the Hometown All Stars series aimed at 4-7 year olds. The purpose of the series is to teach real coaching skills to help children learn about baseball, get out of the house to play, and have fun. The 34 page book is baseball technique heavy with a fictional storyline to move it along. Most sports books focus on team work and being a good sport, but this one takes it a step further by emphasizing the basic skills needed to play the game, as well as sneaking in lessons about inclusion and acceptance. If your child is American and likes sports, the book will be a hit, pun intended, but there is a lot of text on each page and as America’s pastime, there is a lot of space dedicated to what it means to be American.

A refugee Muslim girl from Syria, Amira, is invited to play on the after school baseball team, but first needs some help at school with spelling and adding. Luckily the kids in class are super nice and accepting and help her learn about life in America, while similarly listening to her tell about life in Syria and at the refugee camp. Not only do they all become friends, she also gets everyone to appreciate how much food they have, and the variety, as well as gets everyone to try pickles. Yum! They like them.

The kids at baseball practice are also incredibly welcoming as they get Amira a jersey, and teach her all about #24 Willie Mays. From here, it is like a virtual baseball practice, the kids warm up with stretches, running the bases, and practicing their stances. There are little info headers explaining things such as what hand to wear your mitt on and explaining how to squat, why the coach is using foam balls, and reminding the reader not to throw balls in the house.

The kids learn three different types of catches. How to stand, how to position their hands and how to be ready. They run drills and practice, practice, practice. They find out Amira is really good, and she tells them that they had a lot of time to practice catching and throwing in the refugee camp.

The coach then asks the kids and readers questions before Amira’s parents arrive to pick her up. With big smiles on their faces, the mom is wearing a hijab and chatting with the narrators mom.

The book ends with a whole page on “What Does It Mean to be American,” a review of new words learned in the book, and all the kids answering who’s the most American of all, with “We are!” The back cover has a reflective patch with the statement “Americans come from all over the world. Look in the mirror, and tell me where are you from?”

The book and series are a great way to learn about a game, that really a lot of kids today may not know much about. Some of the terms, the skills, and just familiarity is clearly conveyed, with the illustrations providing the visuals and diagrams for what the coach is talking about in the text. The fact that the author chose to add a refugee to such an “American” book and have the supporting characters so welcoming, really does show the best of what Americans can be.

Jan13

My Voice is my Super Power by Shariea Shoatz illustrated by Kilson Spany

Posted on January 13, 2020 by islamicschoollibrarian

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My Voice is my Super Power by Shariea Shoatz illustrated by Kilson Spany

I want to believe most parents and/or caregivers discuss body boundaries and what’s appropriate and what’s not, with their children regularly. But if you don’t, or haven’t, or just glossed over it while at the doctors office, this book is a great discussion starter and road map. The author comes from a place of educational and personal experience and the 33 page book tells a story that children can read independently with a discussion guide for parents to follow at the end. Even if you don’t feel comfortable letting your children read the story independently or with you, there is a page depicting male and female private parts, I still think the book is a way for adults to face their own squeamishness of discussing it, and get ideas of how to present to their children. Being nervous or uncomfortable is not an excuse to not discuss sexual abuse against children with our children. For their voice to be their super power, we must first be willing to use ours to open the subject with them, educate them, and empower them. Abuse happens in every culture, religion, socio economic bracket, period, to think differently is naive and dangerous.

Nine-year-old Buddy is heading to his cousins’ house for a sleepover, but before heading out, he addresses the readers to make sure they know the body safety rules and to make sure his super power, his voice, is ready. His voice is what he can use if he feels unsafe, or to help his friends if they feel unsafe. He can say “Stop” or “No” if someone breaks one of the Body Safety Rules.

His mom, a muhajaba, has being teaching him since he was three to use his voice to let people know his body belongs to him. He knows he can say no when he doesn’t want to hug or kiss or touch someone, even if they are a family member.

The book then talks about body parts that everyone can see and labels them with a diagram before explaining private parts and labeling them as well. The book also discussing using the proper names, not nicknames or “cute” names, such as hotdog and cookie, to describe anatomy and body parts.

If someone breaches or doesn’t listen to the “No” or “Stop” the book encourages everyone have a safety circle of adults you trust and like and that you feel safe and comfortable talking to. It also mentions that if one person doesn’t listen or believe you to go to another person in the circle until someone does.

Another rule is No Secrets, and the book explains the difference between a secret and a surprise, which does eventually get told.

When Buddy gets to his cousins house, the kids play and have fun, when a friend of the aunt’s stops by and gives only Keisha a treat before leaving. When Buddy asks about the friend, his cousin talks about how they play pretend and tickle and how they have a secret touch game. Buddy explains the rules to his cousin and then goes with her to help her talk to her mom about the breaking of Body Safety Rules.

The story ends with the mom calling “people” to take the friend away and the kids feeling empowered that they kept their bodies safe.

The Activity Guide for Adults gives information for each of the pages in the story to help the adult understand why that part of the story is included (i.e. grooming, disclosure, etc.) and activities to ensure understanding and mastery.

The book is not religion specific, and would be a great benefit to all children, everywhere with parental involvement and dialogue.

May Allah swt keep all our children safe, ameen.

Dec13

The Chronicles of Bani Israil: The King, Queen, and the Hoopoe Bird by Dr. Osman Umarji illustrated by Sama Wareh

Posted on December 13, 2019 by islamicschoollibrarian

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The Chronicles of Bani Israil: The King, Queen, and the Hoopoe Bird by Dr. Osman Umarji illustrated by Sama Wareh

At 134 pages the fictionalized retelling of Prophet Sulaiman’s (AS) kingdom and interaction with Queen Bilqis comes to life from the point of view of a Hoopoe bird. The book is marketed as a “Quranic fantasy adventure,” which I found a bit misleading. The book is rooted in Quran and Hadith facts according to the author, and colored in to try and tie a story together, but even for 3rd and 4th graders I don’t know that there is much adventure or suspense. As a prophet story it is pretty solid, but as an adventure book it seemed a bit scattered in its attempts to give history, draw in unrelated anecdotes and make it seem intense, when the dialogue suggested otherwise.

SYNOPSIS:

The book starts with the narrator setting the stage to tell his story of being in Prophet Sulaiman’s army nearly 3,000 years ago in the land of Sham. Told in first person and limited to what he saw, the Hoopoe bird (Hud-hud) addresses the reader and begins his tale. He first gives some information about Hoopoe birds and Prophet Dawud (Prophet Sulaiman’s father), before lovingly describing Jerusalem and how the Bani Israil came to the land of Sham.

The first real glimpse of what kind of ruler Prophet Sulaiman is, is given with the detail allotted to how he repaired Masjid Al-Aqsa. The bird then tells of Prophet Sulaiman’s many powers and gifts from Allah (swt), the ability to control the wind, control liquid metal, speak with animals, and of course the Jinn. Slowly, the reader begins to understand how impressive Prophet Sulaiman’s kingdom is, not just by being told, but being shown, so to speak, and reminded pointedly by the Hoopoe that despite so much power how humble towards Allah swt, Prophet Sulaiman remained.

There is a tangent about his love of horses, before the Hud-hud takes center stage again as a spy in the powerful army of men, jinn, and animals. The story of the ants is shared and about half way through the book it is on one of the bird’s scouting missions that he sees a Queen and her people worshipping the sun.

The back and forth between Prophet Sulaiman and Queen Bilqis as Prophet Sulaiman urges the Queen to allow her people to worship Allah or risk invasion is a familiar tale and one the author asserts he tried to use only Islamic sources to include.

The book ends after the Queen has visited, embraced Islam, more anecdotes about Prophet Sulaiman’s wisdom are shared and how even in his death he attempted to show the doubting people the power and oneness of Allah swt. The revelation of the termite breaking his walking stick and the retirement of the bird who had lived a most wondrous life, conclude the story before an Author’s Note at the end of the book.

WHY I LIKE IT:

I love Prophet stories and especially ones that are easy to read, memorable, and factual. I think the book does a decent job in a fictionalized retelling of getting a lot of the important information in, albeit sometimes a bit forced, but keeping it on level for upper elementary and being clear and concise. I didn’t stumble on grammatical mistakes or find parts confusing, it was well told and presented. More than once in the book, I felt like it would have made a better oral story than written one. The bird had to articulate how he knew stuff if he wasn’t there, and he kept asking the reader questions or telling them to pay attention.

The book is meant for Muslim kids and I wish there would have been footnotes or sources.

The illustrations were nice, they are full color but I am admittedly bias as I grew up writing letters to the illustrator who was my penpal for a few years.

FLAGS:

None

TOOLS FOR LEADING THE DISCUSSION:

Doesn’t fit my book club criteria, but definitely think kids would benefit from reading the story and discussing how the author shared the information, what they think the Hud-hud’s life was like and then maybe trying to retell a story of their own from a different perspective.

Dec2

Azad’s Camel by Erika Pal

Posted on December 2, 2019 by islamicschoollibrarian

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This beautifully illustrated picture book takes the reader in to the world of camel racing, children jockeys, mistreatment by adults, children being sold by their families and running away, all in a span of 40 pages and on an AR 3.5 level. Yeah, its a lot for a kid’s book, but it has a happy ending and it does draw attention to an atrocity not often discussed or thought about.

Young Azad lives with his old uncle in a village outside the city. He helps take care of the goat and fetches water for tea in the mornings, in the afternoons he plays with his friends. One day he is doing handstands on a soccer goal post when a rich Sheikh drives by and sees him.

The Sheikh comes back and convinces the uncle to let him take the boy to be trained as a camel rider to one day be famous. The uncle agrees saying he can’t afford to keep him.

The Sheik takes Azad to the desert with other boys to live and be trained. Azad learns that food is earned and chores are a must. The races are dangerous and Azad doesn’t like them, but he is good and is forced to keep racing.

One night the camel, Asfur, talks to Azad and the two plan to keep running past the finish line at their next race. The pair are so fast that, they do just that, and no one can catch them. They run through the city, and back to the desert.

The other animals of the desert keep them warm when it gets cold and until a Beduin tribe discovers them and takes them in. At last Azad and Asfur find a home.

There is information about camel racing at the end including how robots are replacing child jockeys in some countries and how many young children are being returned to their families, school and a normal life.

I like that the book takes on a real and sad occurrence, bringing camel racing and forced child labor in to light. The story is truly written for younger elementary kids with short paragraphs on each page, large engaging illustrations, quick jumps in events and glossing over any truly graphic details.

I do worry that stereotypes are reinforced with the use of calling the rich man who bought Azad a “Sheikh” and the Bedouins dancing at the end. Culturally the book is a generic Middle Eastern country and doesn’t mention or emphasize religion at all with the exception of the women in the pictures being veiled.

I found the book at the library and think it has good information to discuss with your children, but I don’t know that I can see it being anyone’s favorite book, or a regular night time request. While, yes, it does have a happy ending, you don’t really “feel” what Azad is going through, you are just glad he finds people that want him.

Nov11

My Grandma and Me by Mina Javaherbin illustrated by Lindsey Yankey

Posted on November 11, 2019 by islamicschoollibrarian

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My Grandma and Me by Mina Javaherbin illustrated by Lindsey Yankey

I absolutely love that this 32 page picture book for children five and up breaks so many stereotypes and highlights so many commonalities between all people, everywhere. I strongly believe that books like this, can change people’s perspective, and as a children’s books can prevent negative biases from forming in the first place.

Set in Iran, a little girl absolutely loves and adores her grandma. They pray together, they buy bread together and they share that bread with their best friends, their Christian neighbors next door. While the little girl and her friend Annette play, the two grandmas chat, drink coffee and knit blankets to donate to the mosque and Annette’s Grandma’s church.

Grandma sews chadors to wear, and Mina helps. But, mostly she uses the scarves to make rocket ship forts, and capes to fly to outer space in. When she returns to base camp grandma has cookies for her and wants to hear about her adventures.

In Ramadan, the little girl wakes up early to eat with grandma even though she is too young too fast. When she gets older, they go to the mosque together at night too, after they have broken their fast.

One time she hears her grandma praying for Annette’s grandma to go to heaven. The next day Annette tells Mina she heard her grandma praying at church for her grandma to go to heaven. The little girl imagines the two grandmas knitting and laughing together in heaven, on Mars, on Earth, anywhere.

The book ends with the little girl stating past tense how wonderful her grandma was and that she still wants to be like her.

The book touches on family, interfaith, love, helping others, faith, religion, friendship, culture, and is just really really sweet. I wish I loved the pictures, as much as I love the story, but I don’t. I think I like most of them with their texture and details, unfortunately the faces in some just seem a little off to me.

I absolutely love that there is no over explaining, and no glossary, the author seamlessly brings words like namaz, and Ramadan and chador in to the story, normalizing them as the pretend play, and familial bonds are so universal.

Oct28

Islamic History for Kids: Story of Badr by Qasim Riaz

Posted on October 28, 2019 by islamicschoollibrarian

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Islamic History for Kids: Story of Badr by Qasim Riaz

This fictional story of a non-fiction-historical event over 37 large, 12×12, pages really brings the battle of Badr to life for readers ages seven and up. The book is engaging and keeps chidden focused, excited, and clear as to what is unfolding, why the battle was important for Muslims, and why it still has lessons today. Unfortunately, there are no source notes, bibliography, or references in the book, so I’m not sure how accurate the details are, and I haven’t yet had a chance to have someone more knowledgeable than I check it for accuracy. The ayats from the Quran quoted are identified in text and yes, I understand it isn’t a reference book, but even having some imam or scholar give their approval would reassure people considering purchasing the book. Additionally, fairly prominently there is a disclaimer at the beginning of the book that says, “The characters in this book are entirely fictional. Any resemblance to actual persons living or dead is entirely coincidental,” which is a common disclaimer, but in a book of this nature, it did strike me as odd. So, you may want to read it first yourself before presenting it to your child as fact.

There is also a typo that my children discovered rather quickly and pointed out to me, I was a little disheartened when I asked about it, to discover the author knew about it before mailing it out, but for some reason didn’t find it necessary to put a note or let the customer be aware of it. I put a post-it note in mine to show all of you, and will be taking a black marker to it shortly. Mistakes and typos happen, but I felt that they should have let the consumer know, once they knew that it was there, for accuracy sake.

The book starts off with a brother and sister fighting, Zain and Zahrah. When the father goes to stop them, Zain tells him that Prophet Muhammad (SAW) used to fight, and the father concedes the point, but points out it was not something he wanted to do. He tells them that for the first 13 years he didn’t fight back even when the Quraysh made fun of him.

The kids ask who the Quraysh are and why they didn’t believe the Prophet, to which the father lovingly answers their questions before telling him about the verses revealed allowing them to fight from Surah Al-Baqarah.

They learn about Abu Sufyan returning from Syria with a large caravan and how the Prophet wanted to surprise them. Only to learn that Abu Sufyan had arranged a much larger army from Mecca to come and attack the Prophet and his Companions.

There are details about how they determined the size of the army based on how many camels were being eaten, and how the Muslims camped near the wells to control the water. The story reads smoothly and pulls out when the children have questions seamlessly.

As the battle is set 1000 soldiers against 313 Muslims, the book explains how the battle starts with three duels and explains how Utbah, Shaiba and Walid battle Hamza (RA), Ali (RA), and Ubaydah (RA). The Ansar win all three battles and the Quraysh charge.

Prophet Muhammad (SAW) makes duas, and Allah (SWT) answers sending a thousand angels following one after another to help.

When the dust settles the Muslims are victorious and the order is given for the prisoners to be treated kindly. They are given food, rides, and the opportunity to pay a ransom for their freedom or they could teach 10 Muslims to read and write in exchange for their release.

With the story concluded the father then makes sure the children understand some of the many lessons from the battle. Including having Allah on your side, trusting Allah, putting in your best effort, and being kind and generous even to those against you.

There is no illustrator listed, but the pictures are done really well showing modern relatable, squabbling kids getting drawn in to a historical story by their father. The emotion on the characters faces adds depth to the story and engages the readers in seeing and understanding a desert battle so long ago.

The text on some pages varies quite noticeably, with some pages barely having a line to spare and some only being a line or two long. It does slightly affect the rhythm (and aesthetic) of the book, but it is manageable as long as you remember to give the kids enough time to see the picture on the short pages, as the overall size makes the book perfect for story time to large and small groups. The book stays on level, which is nice, and there is a glossary of abbreviated terms (AS, RA, SAW, SWT) at the end.

The company: Ghazi Production is planning Uhud to be the next book, and informed me a bibliography will be included in that one. InshaAllah!

Oct11

Sadiq and the Fun Run by Siman Nuurali illustrated by Anjan Sarkar

Posted on October 11, 2019 by islamicschoollibrarian

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Sadiq and the Fun Run by Siman Nuurali illustrated by Anjan Sarkar

This new series featuring Sadiq, a Somali American living in Minnesota, is great for early chapter book readers looking for representation and diversity. There are four books about Sadiq, his family, and his friends and classmates in third grade, and all are either an AR 3.6 or AR 3.5. At 57 pages long, divided into five chapters and filled with bright and colorful illustrations students in grades 1st through fourth, depending on reading level and interest, will enjoy these simple plotted, yet relatable stories.

SYNOPSIS:

Sadiq’s friends are all getting ready to try out for football, but his parent’s say that he is too young for such a rough sport and has to wait until he is 12 like his older brother, Nuurali, did. Sadiq’s parents and family encourage him to try another sport, and with a new running club starting in a few days coached by a member of the national team, that’s what he opts to do. Begrudgingly he joins the team, but is hurt when his friends talk about how much fun football is and how much more tough and difficult it is compared to running. While this is going on, he is getting support from his brother to keep running, and from his teammates, but it is hard and he doesn’t enjoy it. Slowly, he starts to improve, however, and with the Fun Run the climax of the book he sails across the finish line in first place when he sees his friends have come to cheer him on!

WHY I LIKE IT:

I love that the book/series proudly features a Somali-American-Muslim family. There is information about Somali at the beginning as well as some Somali terms and a portrait with names for the members of Sadiq’s family. The mom and older sister wear hijab, “Salaam” is one of the defined words and the characters use it when they meet. I also love the diversity of skin tones in the illustrations and one of the girls on the track team wears a scarf as well. There are Muslim named kids and non Muslim named kids in the story, and while Islam isn’t mentioned outright, it is definitely represented through the characters words, names, and appearances.

The story is straightforward and perfect for the age group, the books in the series do not need to be read in any order, and you will get to see the different supporting casts featured more prominently in different books, thus getting to know Sadiq and his world. I like that he doesn’t get his way, and doesn’t get to do what all his friends are doing, but he makes it work. He is grumpy and upset, but he doesn’t get obnoxious or overly whiney. I think this subtly gives readers some tools and insights to model in their own disappointments. I also like that while he has to put in the work and fix his attitude, he doesn’t have to do it all alone. His family and coach are supportive, and eventually his friends apologize and support him too. For the simplicity of the book, you actually do get invested in his little trial and want to see the outcome.

FLAGS:

None, it is clean.

TOOLS FOR LEADING THE DISCUSSION:

This book is like a boy protagonist version of the Meet Yasmin books, they show a kid of culture in everyday experiences. The target audience wouldn’t make it work for a school wide book club, but I think early elementary teachers would benefit from having the series in their classrooms and letting kids in small groups discuss if they want. These books would be great for first graders that are way above reading level and parents are struggling to find appropriate books.

The end of the book has some resources as well: a glossary, discussion questions to talk about and some to write down, as well as a home workout guide and information about the author and illustrator.

Islamic School Librarian

Reviewing Children & YA Islamic Fiction, Books by Muslim Authors, & Books Featuring Muslim Characters

Category Archives: 2nd through 4th grade

Muslim Girls Rise: Inspirational Champions of Our Time by Saira Mir illustrated by Aaliya Jaleel

Mr. Wolf’s Class by Aron Nels Steinke

Teach Us Your Name by Huda Essa illustrated by Diana Cojocaru

Amira Can Catch! by Kevin Christofora illustrated by Dale Tangerman

My Voice is my Super Power by Shariea Shoatz illustrated by Kilson Spany

The Chronicles of Bani Israil: The King, Queen, and the Hoopoe Bird by Dr. Osman Umarji illustrated by Sama Wareh

Azad’s Camel by Erika Pal

My Grandma and Me by Mina Javaherbin illustrated by Lindsey Yankey

Islamic History for Kids: Story of Badr by Qasim Riaz

Sadiq and the Fun Run by Siman Nuurali illustrated by Anjan Sarkar