Category Archives: Kg-2nd

Apr20

Eid Breakfast at Abuela’s by Mariam Saad illustrated by Chaymaa Sobhy

Posted on April 20, 2020 by islamicschoollibrarian

This book is the first in a series (hopefully) called Trilingual Sofia, where English is the predominant language, and Spanish and Arabic are interwoven to tell the story. Focusing on Eid and spending the holiday in Mexico with her non Muslim grandmother, the story with bright illustrations is a celebration of diversity, acceptance, family, and Eid.

Sofia has had a special Ramadan. She tried fasting for the first time and now that the month is over, they are breaking their fast and then getting on a plane to Mexico to have Eid breakfast with her Abuela.

On the plane she keeps her pretzel bag to add to her scrapbook and then they get changed into their Eid clothes before they land. Once in Mexico they go straight to the mosque to meet their friends and then to Abuela’s house.

Abuela’s house is decorated for Eid and all the family is there. They eat breakfast together and the kids play games and sing songs and take pictures.

The 32 page 8.5 by 8.5 inch hardback book claims to be for toddles and preschoolers, but I think it is more for kids in early elementary with the small and ample text. The Spanish words are highlighted in green and Sofia teaches some Arabic to her Mexican cousins. There is a glossary of all three languages at the end.

The book is not meant only for Muslim children, but it doesn’t explain Ramadan or Eid, so while Muslim’s might be able to connect the dots of why she only fasted the last two hours of a day or why they went to the mosque before they went to Abuela’s, I wish the book explained it.

I love that their are subtle connections between the three languages, like Angel Gabriel/Jibreel and the name Yusuf/Joseph. The book is a great example of Islam outside of the Middle East and the Asian subcontinent and I truly hope there are more books in this series and more books like it to show the diversity of Islam and the commonalities we all share.

Apr10

The Little Green Drummer by Taghreed Najjar retuld by Lucy Coats illustrated by Hassan Manasrah

Posted on April 10, 2020 by islamicschoollibrarian

Standard

A485FA5B-6839-4720-9E5B-BA2D9AB71901

This book is perfect for early readers that are more fluent than picture books, but not quite ready for a full on chapter book. With five chapters, pictures on every one of its 73 pages, this book is a joy to read both on your own or out loud to a group. It is fun for Muslim children and non Muslim kids, and a great addition to bedtime or story time at Ramadan, or any other time of the year for that matter.

3BC30F96-8F88-48D3-8963-99E9EFA5BE44

SYNOPSIS:

Samia and her Yaba live in Lifta, Palestine and her dad’s job in the month of Ramadan is is to wake the whole village up as the dawn waker-upper. Samia loves his important job, and hopes one day to do it too, but her dad says a girl has never done it before. Samia doesn’t understand why, girls can shout and bang drums as well as anyone else.

The day before the start of Ramadan, Yaba is not feeling well and doesn’t know what he will do. Samia sees her chance and says she can do it. Her drum is loud, her lantern is bright, and her dog, Barkie, will keep the wild wolves away.

As she sets out in the dark, she sees orange scary eyes in the woods and sings a song to herself to keep her brave as Barkie defends her. When she gets to the first house, they are surprised to see her, but the children of the home rush out to join her with their own drums. When the three children and Barkie get to the next house, their friend Omar wants to join in with his tambourine. This continues as the village children join together with whatever instruments, even pots and pans, they have to make sure everyone gets up in time for suhoor. For five is louder than four, all the way up to nine being the loudest of all.

The children all sing and the villagers reward them with candy and treats. On the way back home the wolves stay away and when they reach home Samia’s dad is feeling better and can’t wait to hear of her adventure.

44520351-F7CC-4FAA-A643-936E6858FD73

WHY I LIKE IT:

The book is based in truth which is detailed at the end of the story on three pages that tell about Lifta, and how after a war the people were not able to return. It also tells about Ramadan as the story text itselft mentions it very little. Yes, it takes place in Ramadan, and the people need to be woken up to eat before the day starts to fast, but the afterword gives a bit more about the holiday and Eid that follows.

I love that the book is about a girl doing something because she can, I was afraid it was going to be like Hiba Masood’s Drummer Girl, but it takes a different turn in showing Samia having to be brave, showing team work and cooperation in getting the job done, and the village not even really caring who wakes them up, her being a girl doing a “man’s job” is never even mentioned again.

The book is fun with the sound effects and inclusion of everyone and the illustrations are incredibly well done.

8A2F6DC8-8573-46E1-8CD0-364E46DDB1AC

FLAGS:

The book is clean, the “scary part” is quick and while it adds a little tension, not enough to scare even sensitive little ones. The dog stands his ground and becomes the Dog King of the Village.

A658F1B7-5975-42C1-822A-90F652CA668D

TOOLS FOR LEADING THE DISCUSSION:

I’m trying to see if I can do this as an online story time during Ramadan amid Covid 19. It is a super quick read, and is a lot of fun, but the small (8×5) size might make the pictures hard to see. I think all kg through 2nd grade classes should have this story. It explains a cultural celebration of Ramadan in a universal way that will make Muslims feel proud and non Muslims excited to learn about something new.

5871BBBF-1802-4A33-A387-A9B3C91020F6

Mar16

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

Posted on March 16, 2020 by islamicschoollibrarian

Standard

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!

Mar2

You Can Control Your Voice: Loud or Quiet? You Choose the Ending by Connie Colwell Miller illustrated by Victoria Assanelli

Posted on March 2, 2020 by islamicschoollibrarian

Standard

You Can Control Your Voice: Loud or Quiet? You Choose the Ending by Connie Colwell Miller illustrated by Victoria Assanelli

A choose your own adventure picture book, that doesn’t have anything Islamic specific, doesn’t seem to be written by a Muslim or illustrated by a Muslim, and that was found at the public library, starring a Muslim mom and daughter. Oh hurrah for beautiful illustrations, teachable moments, volume control in a library and the fun to read the story and have control over what happens next.

This 24 page book meant for kids in kindergarten to second or third grade is part of a series featuring diverse characters learning universal manners and making good choices. To see Muslims represent a universal lesson in a relatable environment is a great way to normalize seeing women in hijab in real life.

Haneen and her mom are at the library, and Haneen finds a book about fairies and cannot contain her excitement. Immediately the reader has to choose what Haneen does next. If she stays loud, the story ends rather quickly, but if she tries to keep her voice down, she might get to stay at the library a little longer.

There is a big test when she sees a friend, and disturbs a gentlemen working on the computer, but if you make good choices Haneen gets to check out two books. If your choices aren’t ideal you might have to just get the fairy book and get out, and if you really struggle to know how loud or quiet to be, you’ll have to come back another day and try again.

At the end of the book are some things to think about, to drive the point home. I love the line, “We are all free to make choices, but choices have consequences.” A great lesson for little ones, and a great reminder for older readers too.

The book is 9×8 and the expressions on the characters faces make the book a great option for circle time, story time, bedtime, and just to have on hands for kids to thumb through and enjoy. Well done!

Feb24

Amira’s Family by Elliot Riley illustrated by Srimalie Bassani

Posted on February 24, 2020 by islamicschoollibrarian

Standard

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.

Feb3

Zainab is Different by Irfana Khan illustrated by Josh Wise

Posted on February 3, 2020 by islamicschoollibrarian

Standard

zainab is different book

This 24 page picture book for kindergarten children and up, is sweet in its handling of being labled “different,” without getting overly negative or caught up in the manifestation of discrimination. Unfortunately, with so much emphasis on different religions: the places of worship, the holidays celebrated, the manner of dress, etc., faith becomes inadvertantly highlighted as the root cause for the division and discrimination. Perhaps I am reading too much in to it, and the book just needs a few more examples to make the author’s point that we are all different and unique, but as it is, I didn’t love it, my kids all thought it was cute though, especially my daughter named Zainab.

Zainab walks to school every morning with her mom. She says hi to the neighbor and can’t wait to get to school to her best friend Melissa and her amazing teacher Mrs. Sperber.

One day Melissa and Zainab want to play hide-and-seek and ask Matt if he wants to play too. He responds, “Eww, I don’t want to play with Zainab! My dad said she’s weird and different from us.”

Having never been called that, Zainab is bothered by the words and tells her teacher. The teacher points out that they have different colored hair, but can see that Zainab is still hurt and tells her not to worry, she has an idea.

At circle time the teacher starts of by highlighting differences with the kids identifying their favorite color, and her writting their names on the ones they like best. She then asks about places of worship they visit: churches, mosques, synagogues, temples, and again writes their names on the ones they have been to or frequent.

Next she moves on to holidays celebrated, and then special clothing, only hijab is mentioned though. The teacher then discusses feelings and how things about us might be different but our feelings are the same. We like it when we are all nice to each other, and are sad when someone is mean.

Zainab sees her name with different people’s names on the pictures now hanging up and Matt comes and apologizes for being mean earlier. The teacher also mentions that maybe some haven’t visited any of the buildings discussed.

The pictures appear to be done in colored pencil and are colorful and detailed with the pictures of the places of worship bein actual images. The 8.5 by 11 pages are large and would work well at story time or bedtime.

The fact that Matt’s words are assumed to be about religion seems presumptious to me. Maybe they are, maybe they aren’t, I feel like there needed to be more there. A few pages about things other than faith, in my opinion, would make the message of us all being different in some things and the same in other things a bit more powerful. The pacing too is a bit off. It is a big jump from what is your favorite color to do you go to a church? The resolution is really quick too, as it is tied into feelings, a little bit more of showing the reader, rather than just telling them, would amplify the process and the message.

Jan27

Teach Us Your Name by Huda Essa illustrated by Diana Cojocaru

Posted on January 27, 2020 by islamicschoollibrarian

Standard

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

Standard

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

Standard

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.

Dec30

Saffron Ice Cream by Rashin Kheiriyeh

Posted on December 30, 2019 by islamicschoollibrarian

Standard

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: Kg-2nd

Eid Breakfast at Abuela’s by Mariam Saad illustrated by Chaymaa Sobhy

The Little Green Drummer by Taghreed Najjar retuld by Lucy Coats illustrated by Hassan Manasrah

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

You Can Control Your Voice: Loud or Quiet? You Choose the Ending by Connie Colwell Miller illustrated by Victoria Assanelli

Amira’s Family by Elliot Riley illustrated by Srimalie Bassani

Zainab is Different by Irfana Khan illustrated by Josh Wise

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

Saffron Ice Cream by Rashin Kheiriyeh