Category Archives: Elementary Fiction

Apr13

Rami the Ramadan Cat by Robyn Thomas illustrated by Abira Das

Posted on April 13, 2020 by islamicschoollibrarian

This delightful little story about a boy, a lost cat, Ramadan and making friends, has a great lesson in empathy and understanding even when things are hard. The 28 page beautifully illustrated glossy book (8.5 x 11) is set in Ramadan, but is enjoyable for children 5 to 9 all year long.

Saleem has just moved to a new city with his parents and doesn’t know anyone. Feeling lonely on the first day of Ramadan he is outside sulking when he sees a lost little cat. He brings it in and his parents help him take care of him until they can find the cat’s owners.

Saleem decides to call the cat, Rami the Ramadan cat for his timely appearance. The next day the family makes flyers to post around to try and find Rami’s owner. But no luck even after a few weeks, and secretly Saleem starts hoping they never find the owners. Rami is his best friend, he jumps on Saleem when he is praying, keeps him company when he reads Quran, even shares his iftar with him.

One night at the mosque, Saleem makes Dua that Rami will stay with him forever. After Taraweeh, Saleem can’t find his father, he waits by the door as everyone leaves, but can’t see him, he checks the shoe rack and his shoes are gone. Feeling scared and alone he wonders if his father left him. When his father returns from the washroom, Saleem is relieved, but wonders if that is how Rami felt that first day of Ramadan.

The next morning Saleem and his mom knock on every door in the neighboorhood until they find Rami’s owner. When they find her, she is a nice lady, and tell Saleem, the cat’s name is Sammy. Rami gives her his address and asks her to contact him if she ever needs someone to cat-sit Rami.

Saleem’s Eid isn’t very fun without his only friend. After prayers, there is a knock at the door, Sammy’s owner has come to offer to let Saleem keep Rami if he promises to bring him around to visit with her and her grandkids sometime. She has other cats and sensed that he was missing Saleem.

Saleem’s parents invite the lady, Mrs. Tompkins and her grand kids in to celebrate eid with them and Saleem and the children play with Rami, the best eid present ever.

The book shows Saleem praying and reading Quran and going to the masjid, but it isn’t preachy. I think even non Muslims would enjoy the book and not be confused by anything Saleem and his family are doing.

I love that the mom so clearly wears hijab out of the house, but not in the house. That there is some skin color diversity in the book, that Mrs. Tompkins is in a wheel chair. I also love that the new friends, and only friends are presumably non Muslim, and that a little gray cat brought them all together, Alhumdulillah.

Mar23

My Great-Grandmother’s Gourd by Cristina Kessler illustrated by Walter Lyon Krudop

Posted on March 23, 2020 by islamicschoollibrarian

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My Great-Grandmother’s Gourd by Cristina Kessler illustrated by Walter Lyon Krudop

A beautiful story based on a true event in Sudan, this 32 page AR 4.2 book contains lessons about tradition, new technology, village life, culture, family, love, and community. Unfortunately it is one of those books that I doubt any child would pick up and want to read. Meant for fourth graders, there is a lot of text on each page, and the story is not quick and light, it is thoughtful and memorable. The book is a powerful one in opening one’s eyes to a different culture, environmental challenges, and innovations making it an important one for parents and teachers to share with younger children and encourage older ones to spend some time with.

Fatima’s Sudanese village has just installed a new pump, and to show how easy it is to use, Fatima is chosen to try it out first. With all the excitement over new technology, life for the village is about to get easier. No more hauling the water with camels and filling the baobab trees to store the water in for the dry season.

Easier for everyone except Fatima’s grandmother. She refuses to abandon the methods of the past so easily, and independently begins to prepare her tree, her great-grandmother’s gourd. Fatima tries to talk her out of it, and the other villagers mock her refusal to accept technology.

When Fatima hears the neighbor louder than the call to prayer calling her grandmother a fool and laughing at her, Fatima boldly and defiantly joins her grandmother in preparing the tree for when the rains come.

The two dig a circle, a necklace, around the old tree to catch the water in the hard red clay, when the rains come, it catches the water, and when it stops, the two move the water to the inside of the tree with buckets. All the while, the villagers shake their heads at the two hard at work.

When, in the middle of the dry season, the pump breaks and it will be days before it can be repaired, the chief, Ibrahim, declares they must resort back to the old ways and Fatima and her grandma offer to share their water to hold everyone over. “Maybe it’s wise to mix old with the new,” Grandma poignantly notes. The following year the village works together to prepare the trees, just in case the pump breaks.

There is a glossary of Arabic Words at the beginning of the book and an Author’s note about the “Thirst Triangle” and the use of the baobabs or tabaldi trees used to store water.

There is nothing overtly religious in this culturally rich story. The women cover their head, they say “inshaAllah,” the call to prayer is mentioned and they have Islamic names: Fatima, Ibrahim, Musa, Ahmed, Ali, Osman etc..

Mar16

The Mighty Head of Moustafa by Rania Emara illustrated by Fruzsina Kuhari

Posted on March 16, 2020 by islamicschoollibrarian

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The Mighty Head of Moustafa by Rania Emara illustrated by Fruzsina Kuhari

This fun new twist on “The House that Jack Built” uses the same style of building sentences on to a repeated story that the classic uses, as well as the silliness of it all, but is made unique with the Middle Eastern setting and cultural aspects.

The 8.5 x 11 size gives ample room to see the fun engaging illustrations that bring the comical rhymes to life in both small to medium sized groups. I won a digital version, and will probably end up purchasing a paperback copy for my bookshelf, as the pictures and text will be easier to pour over in physical form.

The book is 22 pages of text and perfect for toddlers to listen to, on up to 2nd or 3rd graders to read on their own and still be entertained. There is nothing religious about the book, the boy is named Moustafa obviously, and there is a girl whose veil is the climax of the story, but nothing in the text is religion specific.

It all starts out with a tray on the mighty head of Moustafa. Upon that tray is bread stacked and spread that goes with cake that was quick to bake, and before you know it, there is an aunty who rode a donkey next to a child with a veil, and then a nail, oh that tricky nail that caught the veil. . .

Moustafa and his tray and everything along the way are all brought to a tumbling halt, all because of a nail. The crash and falling down undoes the entire build up, and the smiling face of Moustafa makes you want to read it all over again.

Alhumdulillah!

Feb28

The Arabic Quilt: An Immigrant Story by Aya Khalil illustrated by Anait Semirdzhyan

Posted on February 28, 2020 by islamicschoollibrarian

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The Arabic Quilt: An Immigrant Story by Aya Khalil illustrated by Anait Semirdzhyan

This 36 page picture book tells a beautifully presented story that incorporates events from the author’s real life that convey a story of loving your culture, finding similarities and giving people a second chance. Ideal for students between 2nd and 4th grade, younger children will enjoy having the story read to them, and older kids will benefit from the message as well.

Kanzi is about to start her first day of 3rd grade in a new school. It doesn’t specify if she has just come from Egypt, but being she seems to speak English well, knows that she’d rather have peanut butter and jelly instead of a kofta sandwich and mentions that she got a quilt when she visited her grandmother, in Egypt, she possibly is just starting a new school, not her first in America, but it is considered an immigrant story, so I’m not certain.

When she arrives in class and introduces herself she bravely says that she is Egyptian-American, but on the way to school she turns down the Arabic music in the car, so the reader sees that she is a little nervous about being seen as “different.” When her hijab wearing mom brings her forgotten kofta sandwich and calls Kanzi ‘Habibti,’ classmate Molly teases her that she is being called a hobbit.

A crying Kanzi tells her teacher and Mrs. Haugen reassures her that “being bilingual is beautiful.” That night Kanzi asks her mom to send her a turkey sandwich for lunch the next day, and before beds she writes a poem as she snuggles in her beloved quilt.

At school Molly apologizes to her and says that it just sounded funny. Kanzi tells Molly it is because she doesn’t speak Arabic and that her mom says that “learning different languages makes a person smarter and kinder.” Molly dismisses the comment and smugly walks off.

Mrs. Haugen sees Kanzi’s poem about her quilt from her grandma in Egypt and asks her to bring her quilt to school. The kids love it, and Friday Kanzi’s mom shows up to help with a special project: an Arabic quilt with the kids names.

Molly is not enthusiastic and Mrs. Haugen writes English words that come from Arabic on the board: coffee, lemon, sugar, algebra. Telling the kids that “we can speak non-English languages and still be American.”

Kanzi and her mom write the kids names down and the children copy them. The teacher cuts them out and makes a quilt to hang in the hall. On Monday when everyone sees the quilt, they love the beautiful letters and colors. Even Molly sincerely apologizes and asks Kanzi to write her mom’s name in Arabic as a gift. The two hug and seemingly will become friends.

Across the hall another quilt is hung with names in Japanese, as another student and teacher were inspired by Kanzi and her quilt. The last page of the story is a letter Kanzi has written to her parents telling them how grateful she is that she has two languages and that she will speak them without guilt.

The story is beautifully told and exquisitely illustrated on well-sized 9.5 x 10.5 pages in a hardback binding. The mom wears hijab and it mentions it, but there is nothing religious about the text. It is a universal story of coming to be proud of your roots and inviting those around you to learn and grow. There is a Glossary of Arabic Words at the end and a bit about the author and illustrator.

My kids favorite page by far was reading the names written in Arabic and they all enjoyed the story (ages 13, 10, 9, 4). I actually had an issue when Molly apologized the first time, feeling that Kanzi’s response was a bit pretentious to what seemed like an 8 year old being told to go say she was sorry, but my older three unanimously and fervently disagreed with me, saying that she was obviously insincere and Kanzi knew it. I’d love to hear from other readers if they felt like Molly was sufficient in saying sorry and admitting that it sounded funny and that Kanzi was arrogant in saying that people that know two languages are smarter and kinder, or if Molly was being rude and racist and Kanzi was sticking up for herself.

Irregardless, the book is well done, enjoyable, and will get repeated reads by a large range of readers. My children keep pulling it off the book shelf, and for that I need to thank Gayatri Sethi (@desibookaunty) who generously sent me the book the same day I checked it out from the public library. Her generosity once again is a gift that I hope to pay forward in the future. This book also highlights how amazing teachers can be and often are in facilitating inclusion, understanding, and respect.

Feb24

Amira’s Family by Elliot Riley illustrated by Srimalie Bassani

Posted on February 24, 2020 by islamicschoollibrarian

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Amira’s Family by Elliot Riley illustrated by Srimalie Bassani

This 24 page, AR 1.5 book, is part of a series for emergent readers about different families. The other books in the series focus on diverse family models, some that include a single parent, or lots of siblings, one in the series has foster kids, another adoption, one has two moms, so I’m not entirely sure why a refugee family is included in the group. The family had to leave a dangerous home, but mom and dad and Amira, are not a “diverse” family structure, by the same definition used for the other books. So, on its own it is nice to have a book for independent kindergarten and 1st grade readers, but as part of the collection, I find it a bit of a stretch.

The book is divided into three chapters, or sections I guess, perhaps so that early readers can gain experience with a Table of Contents at the beginning. There is also a Picture Glossary at the end along with a page encouraging Family Fun and a bit about the author.

The book starts out introducing Amira, and her parents. It then explains that they just moved to a new country, America, when a war started in their country. It notes that Amira was sad to leave her home, and scared to move to a new place.

When Amira starts at school, the classmates welcome her and help her with the language. It shows her teaching her language too, but it doesn’t look like more than random squiggles. It then shows she likes recess and swings and slides, allowing the reader to see similarities with the character.

When the family goes shopping, Amira sees an American flag, buys it, and hangs it outside their home. Amira loves her family and they love her, and it seems like they love their new home too.

The illustrations are simple yet expressive, and show Amira and her mom in hijab. It does not mention religion, or what country they left.

The story is basic, yet introduces young readers to the concept of refuges in a soft way. It shows how the classmates are kind and the parents supportive of Amira. I like that it also shows various emotions in the text and illustrations.

It might be making a bit of a political statement with the flag and national identity undertones, but I think it is a good thing to show that refugees can love a new country and be part of society, especially given the current climate toward immigrants.

I think the strength of this book is that it shows a Muslim character, and while meant for all new readers, Muslim children particularly will enjoy seeing themselves in a book they can read. I’d check the library before buying the 8×8 paperback book, as it isn’t particularly memorable, but for the age group it serves a diverse and an inclusive purpose.

Feb14

Planet Omar: Unexpected Super Spy by Zanib Mian illustrated by Nasaya Mafaridik

Posted on February 14, 2020 by islamicschoollibrarian

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Planet Omar: Unexpected Super Spy by Zanib Mian illustrated by Nasaya Mafaridik

Omar is back, and the nine year old kid with a huge imagination, proves that his heart is even bigger. Middle graders that loved the first version, The Muslims, and the reboot, Planet Omar: Accidental Trouble Magnet, will undoubtedly love this book’s adventures and the real, relate-abl, presentation of Islam in a Muslim family. While it references the first book, it can work as a stand alone book too, and can and will be enjoyed by kids and adults, girls and boys, Muslims and non Muslims. At 217 pages, the large spaces, doodles, playful fonts, and illustrations, make the book fly by and beg to be read again and again.

SYNOPSIS:

Omar’s family still has their Science Sundays, but they don’t visit a new mosque every Saturday, as they have found a mosque near their home that gives his parents, “secret smiles” and them all a sense of community. Omar and his sister still bicker, and his little brother Esa is still lovable, and the former bully, Daniel, is now a great friend to Omar and Charlie. Life is good, Alhumdulillah, but in the midst of the boys planning how to get laser guided Nerf guns and have an all out battle, Omar learns the mosque’s roof is in need of repair and that the congregation will need to come up with 30,000 pounds to cover the costs, and fast. In an act of selflessness, Omar abandons his dream of a foam gun and donates to the masjid. Seeing that is not going to be anywhere close to enough he plots and schemes with his friends, his non Muslim friends, on how to raise the funds. They bake cookies, make origami birds, and get their school to host a talent show to raise the money. Their teacher and the head teacher coordinate the hall and judges and winning prizes all to help out Omar and the mosque, in the end though, they raise just under 1,500 pounds. Not enough by themselves, but a great contribution to what other people hopefully are scrounging up. The worst part however isn’t that they didn’t make enough, but that what they did make, goes missing. Omar, Charlie, and Daniel, along with the parents and police and school personnel, try and find the money and who might have taken it before time runs out.

WHY I LIKE IT:

I love how effortlessly the author adopts a nine-year-old’s voice and persona. So many of the details, for example, about how the school administration signed off on a fundraiser for a religious building, and how tickets were sold, and the planning took place are left out, as a nine year old, probably wouldn’t know, or be concerned with the logistics of such endeavors. It seemed like some details should be given, but I doubt readers would feel that way, so I pushed it aside and went along for the ride.

Omar has amazing friends, from the unpredictable old neighbor lady, to his non Muslim friends being so enthusiastic and supportive of saving a mosque. I love it, and that they are that way because Omar is so unapologetically Muslim first. They even discuss a hadith about how building a mosque, builds you a house in Jannah, and a mainstream book published this, and it is AMAZING! It isn’t just a kid and his family, who happen to be Muslim, the whole plot of the book is to save a mosque, and the fact that this book exists, seriously is so beautiful, and powerful, and hopeful, Alhumdulillah.

This book has a lot of layers, most kids won’t pick up on the interfaith aspects being so ground breaking, or the beauty of teachers and parents believing and supporting young kids, but will just read it as a funny story with anecdotes and inside jokes that they get as kids, as Muslims, and maybe even as Desis. It truly is the culmination of an author who can write well, characters that our kids can see themselves in, and an opportunity to tell our OWN stories that make this book work for kids, adults and everyone in between.

FLAGS:

Omar and his sister are mean at times, but alas love each other and look out for each other too.

TOOLS FOR LEADING THE DISCUSSION:

I don’t do an elementary book club, but if I did, I would do this book in a heartbeat. For middle school it would be too quick of a read, but I think all classrooms and all libraries should have the book, up through middle school.

https://www.alaraby.co.uk/english/society/2020/2/7/planet-omar-pushing-for-muslim-characters-in-childrens-literature

I got my copy here in the US at www.crescentmoonstore.com and as always you cannot beat their customer service and prices. If you don’t have the first book, you can get it there, too. Thank you Noura and Crescent Moon Store.

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!

Jan6

My Grandfather’s Masbaha by Susan Daniel Fayad illustrated by Avery Liell-Kok

Posted on January 6, 2020 by islamicschoollibrarian

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My Grandfather’s Masbaha by Susan Daniel Fayad illustrated by Avery Liell-Kok

This 20 page story is endearing and sweet for children aged 4 and up, with a great lesson. At first I thought it was an Islamic fiction book, but after thinking about it, I’m not so sure. Lots of faiths use prayer beads, although maybe only Muslims have 33, and the setting, Lebanon, is a pretty diverse place. Regardless, the character’s names, and the lessons taught are universal and children will benefit from being reminded about how blessed they truly are, in a gentle loving way.

When little Adam’s friends go home and he has nothing to do, he enters his grandparents house stomping and complaining. In response, Adam’s Jidoo, grandfather, starts to laugh. This only makes Adam more angry.

Jidoo Yousef then shows Adam his misbaha and explains that some people use it like an abacus to count, to mark prayers, some use it as decor, and that he uses it to remember God’s blessings.

He and Adam, then go around and count all the blessings of toys, and people, and friends, and family, and food, and before Adam knows it, he is feeling blessed and thankful.

The basic illustrations show the bond between Jidoo and Adam, but are nothing overly fabulous on the large 8.5 x 11 pages. There is a lot of text on some of the pages, but it flows well and goes quickly.

The book teaches a great lesson and if you get a chance to read it to your children, you definitely should.

Dec30

Saffron Ice Cream by Rashin Kheiriyeh

Posted on December 30, 2019 by islamicschoollibrarian

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The book may seem to be a lighthearted diverse read about a little girl comparing a beach in America to those of Iran, BUT there is also some pretty charged portrayals about gender divided beaches, religious police, and hijab. I’m not saying this own voice book is exaggerating or saying anything that isn’t true, but it is an oddly belittling perspective to slip into a brightly illustrated children’s book with the words “ice cream” in the title. The 40 page book for ages 4-8 is not one I would recommend for its negative undertones and dismissal of understanding another culture.

Rashin’s first trip to a beach in America has her and her family getting ready to go to Coney Island. She remembers past trips to the Caspian Sea in Iran. Trips where they would wake up early, her mom would prepare halim and they would drive through the countryside stopping for a picnic lunch. Often her best friend Azadeh would come along and they would listen to Persian music and share kebabs. On this trip they are going on the subway and there is diversity and music and excitement too.

The next few pages detail and depict the curtain that would divide the women’s side of the beach from the men’s. While the words say how fun the women’s side is and that even the ice cream vendor is a woman and the beach goers can remove their covers and get a tan, the inclusion of the Islamic guards with their aggressive faces and full black abayas and hijabs, is a stark contrast to the happy faces throughout the other pages.

Rashin then recalls one trip where little boys poked holes on the men’s side to look at the female’s side. While it might be taken as silly to children, there is a lot to unpack with such “peeping,” the concept of respect and of covering. It then seems to make the whole situation seem ridiculous by having the women covering themselves with umbrellas, newspapers and whatever they can find.

When Rashin finally gets to Coney Island, the ice cream stall doesn’t have saffron ice cream and another little girl suggests she try chocolate crunch, she concedes and discovers it is pretty good, and the beginning of a new friendship is implied. She then asks the girl about the rules of the beach and the accompanying illustration has the Islamic police seeming to try and stop the fun.

It is natural to compare new things to those that we know, but this book has a very strong negative, judgmental tone to what could have simply been presented as different without the criticism. The author is the illustrator as well, so there wasn’t a divide in continuity. I appreciate that there is a visibly Muslim family at Coney Island, but it seems too little, in a book very aggressively passing opinion on a religion and how it is “enforced.”

I find it rather disappointing that Scholastic chose to publish such an angry book masked in smiling characters and a trip to the beach. It may be how life is in Iran, but I don’t know that a children’s book is the platform to air grievances without explanation. This book does nothing to open dialogue and acceptance, it definitely would cause more harm than good.

Islamic School Librarian

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

Category Archives: Elementary Fiction

Rami the Ramadan Cat by Robyn Thomas illustrated by Abira Das

My Great-Grandmother’s Gourd by Cristina Kessler illustrated by Walter Lyon Krudop

The Mighty Head of Moustafa by Rania Emara illustrated by Fruzsina Kuhari

The Arabic Quilt: An Immigrant Story by Aya Khalil illustrated by Anait Semirdzhyan

Amira’s Family by Elliot Riley illustrated by Srimalie Bassani

Planet Omar: Unexpected Super Spy by Zanib Mian illustrated by Nasaya Mafaridik

Mr. Wolf’s Class by Aron Nels Steinke

Teach Us Your Name by Huda Essa illustrated by Diana Cojocaru

My Grandfather’s Masbaha by Susan Daniel Fayad illustrated by Avery Liell-Kok

Saffron Ice Cream by Rashin Kheiriyeh