Tag Archives: team work

Mar2

Nadia and Nadir: Ramadan Cookies by Marzieh A. Ali illustrated by Lala Stellune

Posted on March 2, 2023 by islamicschoollibrarian

This 32 page early reader is part of the Nadia and Nadir series that can be read and purchased as a standalone. It shows the sibling duo problem solving, working together, sharing, and getting excited for Ramadan. With the theme of cookies, the book could work as a read aloud in a small group with an activity of making cookies following it, but the small leveled reader size and text volume would make it a hard selection for larger groups. The setting is Ramadan, the female characters wear hijab (even in the home with just family), but there is not a lot of religious beliefs or practices included in the story. It does detail the lunar calendar and phases of the moon, but thankfully does a decent job of inserting that knowledge from Nadia who has learned about the moon in science class. There are a few salams, and it mentions that Nadir isn’t fasting because he is young, Nadia gets up for their predawn meal, and snuggles back in to bed after saying her prayers. There is articulation that Ramadan is a month for Muslims and a time to share blessings when the kids share their cookies with the neighbors. There is a handful of Urdu words sprinkled in and a glossary at the end. The book shows a family’s traditions and radiates joy, it is a solid addition to Muslim and non Muslim book shelves in showing Ramadan cookie making and excitement in action, but would not inform a lot about the religious aspects, uniqueness, or basic practices about the month.

Nadia and Nadir start the book with their binoculars around their necks waiting for Abu to arrive home from work, Ammi is already on the roof and they are determined to spot the Ramadan moon. The kids are all sorts of confused where to even look in the vast night sky, but once Abu helps them out they find it and declare, “Chand Mubarak.”

Nadir wants to know why it isn’t a full moon, and his older sister Nadia explains the cycles, they are then off to make cookies as per their families Ramadan tradition. The dough is ready, the star cookie cutter has been found, but where is the moon cookie cutter? Nadia has an idea, and sure enough her problem solving skills allow crescent moons to be made.

The next morning Nadia has her predawn meal of cookies and milk and when Nadir wakes up he has the same. The kids pack up bags of cookies with their Ammi to pass to neighbors and friends, with only one left who will get it Nadia or Nadir?

The books are available widely at places such as Amazon but for the same price I hope you will support a small Muslim owned bookstore and purchase your copy at Crescent Moon, if you use my initials ISL (Islamic School Librarian) at checkout you will save 10%, link:

Nadia & Nadir Series

Jan17

The Sleepy Farmer: The Farmer Who Almost Missed Fajr by Shazia Afzal illustrated by Ingy Hamza

Posted on January 17, 2022 by islamicschoollibrarian

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The Sleepy Farmer: The Farmer Who Almost Missed Fajr by Shazia Afzal illustrated by Ingy Hamza

This adorable board book combines animal sounds, team work, appreciation, and getting to the masjid on time for fajr. Oh ya, and it is silly too.

Farmer Salman stayed up late and doesn’t wake up in the morning when the rooster crows. The crowing wakes the hen who starts to cluck, the clucking wakes the horse who starts to neigh…and before you know it, it awakens the entire farm.

But, Farmer Salman still doesn’t wake up, so the animals get louder, and louder, and finally the cat in the house wakes up and meows in the farmer’s face. The meowing wakes Salman up and he makes wudu and heads to the masjid, just in time for fajr salat.

He returns from the masjid, thanks the animals and gives them their breakfast, alhumdulillah.

The book is only 10 pages and some pages are text heavy. I think a few more pages to reduce the text on some of the pages would really make an already fun book, incredible.

Dec15

Journey of the Midnight Sun by Shazia Afzal illustrated by Aliya Ghare

Posted on December 15, 2021 by islamicschoollibrarian

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Journey of the Midnight Sun by Shazia Afzal illustrated by Aliya Ghare

What an absolute joy to learn about something real for the first time in a children’s picture book meant for ages 3-5. I am baffled that this story wasn’t celebrated and shared by not just Muslim’s everywhere, but Canadians as well. It is a sweet instance of real life being harder to believe than fiction. It warms your heart and reminds you that there are so many good people doing selfless things for the benefit of others, every single day, subhanAllah. As for the 32 page book itself, story inspiration aside- I kind of wish it had more details of the real story in it. The factual blurb on the back cover was a bit more awe inspiring than the totality of the book. I think it is because it is meant for such little ones, but I don’t know for sure. I hope that there will be more books for various ages, about this mosque’s incredible 2010 journey.

There is a small community in Inuvik, in Northern Canada. The growing Muslim community has outgrown their one room space and it is more expensive to build a masjid there, than to deliver a pre built masjid from Winnipeg.

With the help of some non profit and local groups, a masjid is built and sent north, hopefully able to reach its final destination before the river freezes. The journey is fraught with obstacles: roads are too narrow, bridges not ready, low utility wires. weather concerns, construction, the masjid tipping over, but alas it arrives, alhumdulillah.

The entire community welcomes the new masjid, and the Muslim’s have a new space to pray and gather.

I like that there are maps and indicators of the distance. And while I like the interfaith aspect in Inuvik being presented, it seems incredibly specific in a very vague book for small children. Why is the imam identified separately, the whole paragraph is just awkward. Additionally, there is no explanation for why a minaret was needed or if it is critical to a mosque. Some information other than the children wanted one, would help avoid confusion seeing as this mainstream published book is not targeting only Muslims who would know the function of a minaret, and that they aren’t required structures.

Some links about the event that inspired the story:

https://www.bbc.com/news/world-us-canada-11731017

https://www.thestar.com/news/canada/2010/11/10/north_americas_most_northerly_mosque_officially_opens_in_the_arctic.html

Jul26

Gokul Village and the Magic Fountain by Jeni Chapman and Bal Das illustrated by Charlene Chua

Posted on July 26, 2021 by islamicschoollibrarian

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Gokul Village and the Magic Fountain by Jeni Chapman and Bal Das illustrated by Charlene Chua

This 32 page book for preschool to second graders, 3-7, is very formulaic and reads like an episode of Handy Manny, or Dora the Explorer, or Paw Patrol. Each of the six characters has a skill and represents a different culture, when they work together magic happens and they learn something in the process. There is a girl with hijab and even a mayor that has to be convinced and the kids are successful and save the day. Sure there is nothing wrong with it, but it is a bit cheesy, on the nose, and largely forgettable. The book claims that the six kids are going to learn and celebrate other New Years festivals, as they travel to New York, China, and India for Diwali, except, nothing is really learned or even experienced at any of the festivals or the one that they are hosting in their own village. The book is the first in a series, and I don’t plan to purchase the next one to see if it improves on showing, rather than telling, but if I could find it in a library, I would definitely read it and enjoy the bright illustrations of diverse kids.

The book starts off showing a sad broken fountain that isn’t loved or used except by six kids every day who gather there to play. Zoya to paint, Christopher to build, Riya to play her flute, Dalai to ride his bicycle, Noelle to fly her drone, and Jacob to share the treats he baked. They like to pretend that the waters of the fountain are connected to all the water around the world and that they can go on adventures.

When the kids learn that the New Year’s party is canceled because the fountain can’t be repaired in time the kids decide to take action. Time-out, I know, I usually give the entire summary then highlight the holes, but the book claims no one uses the fountain, now it is in the city center and needs repairs for a party, it seemed that it was old and crumbling, but last year it was fine? And if the kids could have always fixed it, why didn’t they? Any way Riya assigns everyone jobs to fix the fountain, AND THEN they go get the mayor and let her know they are going to fix it and she agrees saying if they can get it done in time the New Year’s Celebration wouldn’t be canceled. The order seems off to me, they start fixing it, then work it out with the mayor and then have it all fixed in two days and the mayor clears it. The illustrations show it pretty much fixed when the mayor arrives the first time, not sure what took two more days, and how it was ok for kids to fix a fountain prior to getting permission.

With the festival back on, the fountain looks happy and the kids suddenly have enhanced skills: notes from the flute turn in to birds, Zoya can paint in the air, Dailai’s bracelet is glowing, tools are growing and multiplying, and the drone, iDea, speaks. She tells the children to read the inscription on the heart of the fountain. Somehow the kids know to each touch a glowing orb and sing a song verse together. It reminded me of Dragon Tales.

The fountain whisks the kids to New York where they see a “jostling, jolly,” crowd celebrating. Then they are off to watch “millions of people clap and sway together, hoping for happiness and good fortune for all,” at a Chinese celebration. That is literally all it says, it doesn’t say that Chinese New Year would be at a different time because of the lunar calendar or anything, and then they are off to celebrate Diwali, in India, which also wouldn’t be at the same time as western New Years, and all they learn about it is that it is a celebration of light over darkness. I’d guess readers wouldn’t even realize that it often coincides with the Hindu lunar calendar’s new year celebrations.

The kids come back, name the fountain the Friendship Fountain, use some of the decorations they saw to decorate for their own new year’s party, and then they clean up after the party. There is no showing how their village celebrated, there are no other villagers attending or helping or participating, it just says they agreed it was “the best party ever.”

Perhaps I am cynical because the book is $17, but even if the book was free, it really is lacking some depth. If you are going to highlight some cultures, then highlight some cultures, don’t just name drop and move on. I love that the characters are diverse, but I hope in future book, their own cultures and beliefs are shared not just visually represented. The formula works for little readers, but if even a talking hammer and screw driver in Handy Manny can have their own personalities, sadly these six kids missed a chance to show themselves and foster inclusive representation and teamwork in a celebratory manner.

https://www.gokulworld.com

Mar31

Elisha the Eid Fairy by Daisy Meadows (Rainbow Magic)

Posted on March 31, 2021 by islamicschoollibrarian

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Elisha the Eid Fairy by Daisy Meadows (Rainbow Magic)

If you are familiar with the Rainbow Magic fairy books, you know they are never ending, there are currently 228 titles in the collection that cover beginning readers, early chapter books, and longer solo chapter books. They cover seasons, colors, flowers, jewels, musical instruments, pets, friends, holidays, etc., and now festivals. They may not be the most intellectually stimulating, but they serve a purpose in getting young readers confident and engaged. My daughter loved them in first and second grade and when this book was delivered a few days ago, she was so excited to see a Muslim fairy. She is 14. Representation will always matter, even when the story is a bit hokey and random, to see yourself in a beloved series, has power. Yes, the story is predictable in the 80 drawing filled pages, but for first and second graders it is fun. Elisha wears western clothes with her hijab, has a magical Pelita lamp that brings Eid joy to the human world, and hosts feasts with international foods. Yes, the fairy is Muslim and Eid joy after Ramadan comes from an oil lamp apparently, it is a stretch, and if you are not comfortable with this imaginative representation of Eid joy coming from a magical creature’s enchanted item, then please don’t waste your time. If your kids already read books about fairies, this book might be of great delight to them, and be a great conversation starter for you to have about what really makes Eid a joyous time.

SYNOPSIS:

Jack Frost is still determined in this the third book in the four part festival series, to cancel Eid, Diwali, Hanukkah and Buddha Day to create his own Frost Day. With the sighting of the new moon, in this book Eid is under attack. Humans Rachel and Kirsty are summoned to help find Elisha the Eid Fairy’s magical Pelita lamp. But, Elisha goes missing and the girls arrive on Festival Island to find goblins destroying the Eid decorations. The fairyies divide up and Rachel and Kirsty in their fairy form are off to find Elisha, while the other fairies handle the goblins. They find her in a tower surrounded by a hail storm, the can’t get her out unless they find her wand. Once they find her wand they have to find her magical item. The goblins have it and are trying to teach it to make Frost Day treats instead of the kleichas and baklava and turkish delight that it keeps creating. With quick thinking, and an impromptu dance lesson, the lamp is recovered, Eid joy is saved, and the girls return to the human world, knowing that one more festival will need saving in the near future.

WHY I LIKE IT:

First of all, I didn’t know what a pelita lamp or kleichas were, so I did learn something once I Googled it, but I’m not entirely convinced that a pelita lamp (sometimes it is capitalized and sometimes it isn’t) is critical to the celebration of Eid. Aside from the religious uncomfortableness of attributing Eid joy to a magical creature and her enchanted item, the concept of the lamp seems a bit weak. I like that information about Ramadan is included and Eid Mubarak is mentioned a few times, but a little bit more about a lamp or lantern perhaps as a cultural relic, would have really made more sense even in this fragile framework.

I like that multiple cultures are represented in the concept of Eid and Elisha, she isn’t boxed in to one culture, she is universal. The themes of team work and friendship are always present in these books which is a great way to show respect for multiple religions and festivals. Jack Frost at times seems to be a good villain, but more in theory than in reality. His spell that the fairies are trying to break: “Ignore Eid and Buddha Day, Make Diwali go away. Scrap Hanukkah and make them see- They should be celebrating me! I’ll steal ideas and spoil their fun. My Frost Day plans have just begun. Bring gifts and sweets to celebrate The many reasons I’m so great!” spells out his plans and make him the right amount of scary for early readers.

FLAGS:

The premise of where Eid joy comes from. The goblins say “shut up” at one point.

TOOLS FOR LEADING THE DISCUSSION:

It is a little young for a book club selection, but if you have Rainbow Magic books on your shelf, you should definitely have this one too.

Jul8

Bilal Cooks Daal by Aisha Saeed illustrated Anoosha Syed

Posted on July 8, 2019 by islamicschoollibrarian

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Bilal Cooks Daal by Aisha Saeed illustrated Anoosha Syed

Aside from me desperately wanting to get Bilal’s family a pressure cooker this 40 page book does a good job, and follows a reliable tradition of using food to introduce a “foreign” culture while simultaneously showing universal themes that show how similar we all are when it comes to family, meals, friends and feeling loved.

Bilal’s favorite food is daal, lentils, and when he is out riding his bike with his friends, his father calls him in to help him make it. Confused as to why Bilal’s dad would need to start dinner so early in the day, Bilal’s friends join in, in helping make the slow cooking traditional asian subcontinent dish.

They line up the spices, they put it in the pot, and then they wait. They put their shoes back on and play hopscotch, they go swimming, they go for a hike and it still isn’t done.

At one point Bilal is worried his friends won’t like it, but after waiting all day and gathering more friends at each activity, when the time finally comes they all dive in and love it.

I love the diversity of the friends and that the dad is cooking and involving his son. I also like that everyone is willing to try something new and give it a chance.

The book would work for all kids ages 4 and up with the expressive colorful illustrations, diction, and amount of text on the page. The book is 9×8 so it works well in small groups and at bedtime.

If you eat daal your kids will love seeing themselves in the pages, if you have never had daal there is a recipe at the end following an Author’s Note.

There is nothing religious in the book, and anyone from India, Pakistan, and Bangladesh could easily take ownership of the dish and story. The Author’s note mentions that Bilal’s grandparents are from Pakistan and with a name of Bilal chances are he is a Muslim character.

Sep28

Digging Deep by Jake Maddox text by Wendy L. Brandes illustrated by Katie Wood

Posted on September 28, 2018 by islamicschoollibrarian

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Digging Deep by Jake Maddox text by Wendy L. Brandes illustrated by Katie Wood

It is great to see a beautiful hijabi on the front of a sports book, written by a non Muslim, published by a major publisher, and having the story have nothing to do with the cloth on her head, but rather the skills on the court. Teaching lessons about teamwork and self-worth, there is a whole series of these books about different sports with different main characters, and this one focuses on volleyball and a girl named Asiyah Najjar. I’d maybe recommend this 63 page book to kids starting to feel confident with early chapter books, but more on that later.

SYNOPSIS:

Asiyah plays rec volleyball and enjoys it, but when her friend Lucy convinces her to try out for the traveling team, she has to not just be good enough to make the team, but focused enough to not let her teammates down. With daily practices, comedian Asiyah feels like everyone is taking the new team way too serious and she questions if she wants to continue. She loves playing the piano and with school work, her time is being consumed by volleyball. When she overhears her friends doubting her commitment to the team, she, with the support of her brother, decides to dig deep and give it one last, serious, try.

WHY I LIKE IT:

I love that Asiyah mentions in the first chapter that she is nervous about the traveling team, because of her hijab and that people in town know “what it is, and why I wear it,” she says. She never mentions that she is Muslim or why she wears it, just states that the people around her know. Religion and faith are never brought up again.

There are some slightly off things in this book for me. According to the publisher, the book is meant to appeal to 8-11 year olds, but to me, the style of the book is aimed for 6-8 year olds. Those who need pictures and a large font and big spaces between lines and short chapters. The illustrations, however, in the book make the main character and her friends seem like high school students, with their heavily makeup looking faces, or at least middle school with the main character wearing hijab. After reading the book, twice, I still don’t know how old the main characters are. They seem pretty independent, but then when Asiyah’s parents have to run some errands, her brother Rad walks her and Lucy to volleyball practice, like an escort.

That’s another thing, of all the ethnic or religious names that could have been chosen, Rad seems like an odd choice in that it will come across as funny to readers and kind of mitigate the amazingness of having a socially accepted female Muslim athlete on the cover, again, just my opinion.

Another slightly confusing thing for me is that the book is a “Jake Maddox book,” but he isn’t really the author. After looking in to it, I think it is more like a series or type of sports book that other’s write for and include his standards, “each of his stories is stamped with teamwork, fair play, and a strong sense of self-worth and discipline (http://www.capstonepub.com/consumer/products/digging-deep/).” The book is ok for 2nd graders, the lessons learned will resonate in the moment and teach a point, but the characters will be quickly forgotten. The book has questions at the end and a glossary of volleyball terms which would be great for kids interested in volleyball.

FLAGS:

Clean, the characters listen to music and Asiyah plays the piano.

TOOLS FOR LEADING THE DISCUSSION:

I wouldn’t do this for a book club book, but with the standards of sportsmanship and the integrity I’d probably have it in my classroom. The book is a super short read, so reading it would help boost struggling reader’s confidence, and with so many books in the series, if the child likes sports, they will have lots of options with positive messages to engage with.

Jun22

Captain Lilly and the New Girl by Brenda Bellingham illustrated by Clarke MacDonald

Posted on June 22, 2018 by islamicschoollibrarian

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Captain Lilly and the New Girl by Brenda Bellingham illustrated by Clarke MacDonald

This book is part of First Novels, a collection of books in Canada that focuses on easy to read early chapter books that encourage kids to transition from leveled readers, while getting to know a single character in a realistic contemporary world. There are a lot of Lilly books, but this one caught my attention because of the hijab wearing girl on the front, presumably the “new girl.” At an AR 2.8 this 64 page book is great on so many levels, and really does meet the First Novel goal of presenting a simple theme and showing the main character grow.

SYNOPSIS:

Lilly is changing soccer teams, and only finds solace when many of her school friends will also be joining. While each of the girls has different opinions and levels of enthusiasm about the team, they all are committed to one another as the “Wolves” stick together in a pack. This loyalty is tested when a new girl is brought in to fill in for an injured wolf. The foreigner, from America, wears a scarf, and just like with soccer, there are a lot of differing thoughts on the matter. The reader see what Lilly feels as it is told from her perspective, which makes the issue not so much about the hijab itself, but about how a 9 or 10-year-old thinks and processes new concepts. Ultimately, the Wolves as individuals and a team, have to decide what to do when an opposing team says that Sara has to take off her hijab if she wants to play.

WHY I LIKE IT:

I love that the book is real, with strong independent girls. The side characters aren’t cookie cutters of each other, they all have personalities and quirks, and I love that they don’t all agree, yet they all can make it work. The book’s catalyst is the hijab, but it isn’t preachy and it is presented and understood through a non-muslim elementary-age character. I don’t think Islam or Muslim is even mentioned, nor any culture, she is American, and the book takes place in Canada. It addresses safety regarding the hijab, comfort in wearing sweats and not shorts, and being hot in a long sleeve shirt, issues that any reader can understand and ponder about. The book isn’t gripping, but for the age group and the intent, it is spot on. The font, spacing, size of the book, and simple illustrations, urge kids to read a “chapter book” and think about something they may not have ever thought about before.

FLAGS:

Clean, it does say words like “suck,” but it isn’t disrespectful.

TOOLS FOR LEADING THE DISCUSSION:

I wouldn’t use this as a Book Club book, because the kids can read it fairly quick, but I would probably read it aloud to kids and have them discuss, or have them somehow read it in groups and discuss. There are a few websites that can help facilitate the discussion, but kids would definitely have opinions on how the situation was handed, how they might handle it, and what they think of the team’s sponsor.

https://www.teachingbooks.net/tb.cgi?a=1&tid=40533

Click to access FirstNovels_Series_ActivityGuide.pdf

http://www.formac.ca/firstnovels

Dec4

Museum Mysteries by Steve Brezenoff illustrated by Lisa K. Weber

Posted on December 4, 2017 by islamicschoollibrarian

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Museum Mysteries by Steve Brezenoff illustrated by Lisa K. Weber

I’m going to review two of the eight books in the Museum Mysteries Series that have Amal on the cover: The Case of the Missing Museum Archives and The Case of the Stolen Space Suit. The series focuses on four characters of diverse backgrounds who have a parent that works in one of four Capital City museums. Amal Farah is Somali American and her dad works at the Museum of Air and Space, Raining Sam is Native American and loves the American History Museum his mom works at, Clementine Wim’s mom works at the Art Museum, and Wilson Kipper’s favorite is the Museum of Natural History. The kids solve mysteries and introduce the readers to real facts and tidbits of real information. The AR level is 4.0 and 4.1 respectively, but I feel like they really are on a 2nd-4th grade level. When a child is done with Ron Roy (A-Z Mysteries & Capital Mysteries) and Magic Treehouse, they are ready for these. Much like those series, readers are similarly introduced to new vocabulary, but not overwhelmed with back story, detail, explanation, or much character development.

SYNOPSIS:

In The Case of the Missing Archives, (the second in the Museum Mysteries Series), eleven-year-old Amal and her friends have to figure out who stole the plans for the German “Bat Wing” Plane, and fast. If they don’t Amal’s father, Dr. Ahmed Farah, a museum archivist, is going to lose his job. Luckily in 117 pages the kids suspect and rule out a “friend,” identify a mystery subject, and finally solve the case by piecing together the security guards clues and being perceptive. Along the way you learn a bit about the characters, but nothing substantial. You don’t feel a connection to the characters, and are only slightly annoyed when Clementine kind of takes over.

The second book where the Museum of Air and Space, and thus Amal are leading the plot is The Case of the Stolen Space Suit (#6 in the series). I didn’t like this book as much as the earlier one because while yes, I learned about Sally Ride and how women in space are often over looked, I felt like the culprit was let off the hook with little reprimand for stealing Sally Ride’s space suit. Once again the four kids come together to solve a mystery this time it involves two of the museums: Air and Space and American History Museum. There is a bit more blatant lying in this book, which is normal in this genre as the kids have to snoop around and not get caught, but they seem a little less apologetic this time around. The red herrings aren’t as believable, and the real culprit is only spotted by chance, no real sleuthing.

WHY I LIKE IT:

Obviously I like that a Muslim girl is included in this very diverse foursome. She wears hijab, has a muslim name, tucks her phone in her hijab to go hands free, and is of Somali heritage. Her father is educated and not over bearing or stereotypical, and her background is just detail. Her group of friends seem to appreciate each other’s cultures and talents as well as their passions and hobbies. The kids vary in age from 10 to 13 with two girls and two boys. The only lack of diversity is perhaps that they seem to all be middle class and fully able bodied. Faith, family structure, culture, all run the gambut.

There is no religious reference at all. The book mentions her scarf only as a hands free life saver, and we learn her favorite hijab is blue with little stars on it.

I like that all the books are full color about 120 pages. There is factual information at the begining and at the end. There is also a summary on each kid at the begining. The story concludes with a glossary, writing prompts, discussion questions, and information about the author and illustrator.

I love the covers.

FLAGS:

There is lying, but the rest is clean.

TOOLS FOR LEADING THE DISCUSSION:

I probably wouldn’t use this book as a book club selection because there isn’t really much to discuss. I would definitely have this series in the classroom or recommend it to other early chapter book readers. Like Brezenoff’s other series the book is satisfying in its simplicity and a good book to build interest in a variety of things while feeling accomplished at reading a book.