City of Snow

City of Snow

Written by Linda Oatman High

Illustrated by Laura Francesca Filippucci

Genre: Informational Children's Literature

Awards: None

Suggested Grade Levels:

1st – 3rd grade; Since the vocabulary in this text is slightly more advanced with many unfamiliar words for younger students, I would recommend this book for first through third grade as a read-aloud, where the teacher can offer support. The age of the speaker would make young audiences engaged and interested because she is so relatable, as she experiences a tremendous storm. Teachers should be alert to students’ prior knowledge, if this book is used in an area where snowstorms are not an occurrence.

Summary:

This fictitious, but informational story tells the experience of a young girl and her family as they experience the “Great Blizzard of 1888” in New York City. Her desires to see the Barnum Brothers Circus, her fears of the weather, and the happiness her family provides make the character relatable and well-rounded. The plot of the story is detailed, with the climax being the peak of the storm, really engaging students because of the strong emotions. Perhaps the most unique feature of City of Snow was the free verse poetical style with which Linda High used to express the book. Rhymes, stanzas, and concise thoughts allow the audience to interpret the story through the support of the illustrations and the flow of the story as a whole.

How City of Snow could be used in the classroom to teach students skills and strategies:

This book could be used in a classroom to provide an educational engaging look at an important event in America’s history. Allowing students to discuss what emotions might have been felt before, during, and after (using the text as suggestions for people’s feelings) would expand students’ experiences with unpredictable weather storms and humanity as a whole. Since this story has a clear beginning, middle, and end, the book could be used to teach students a lesson on story maps. Using a visual display or chart, the teacher could demonstrate and support the students as they complete a map of the story, identifying introduction, climax, events, settings, and conclusion. This book also provides several distinct settings that are described and depicted in the text and illustrations that lend themselves useful for a lesson on setting. Having students picture themselves in the illustrations and thinking about how they would feel (i.e. cold, sad, scared) would give students a deeper understanding of the importance of setting, colors, and the illustrations. Because of the poetical style of the story, this text lends itself for instruction in poetry and rhymes. The teacher may lead discussion in how all poetry does not have to rhyme and is used to primarily express a feeling and meaning. Allowing students to create their own poetry about an event in their lives and using this story as a model would be an interactive activity that would give students more exposure to poetry.

ESOL strategies/applications/accommodations:

The illustrations in this picture book clearly identify emotions, tone, and events being expressed in the text. This would be advantageous to English Language Learners who can grasp comprehension through using the illustrations as support. If this text were to be read as independent reading or as a class in middle grade like 3rd, using paired groups or buddies would be advantageous to ELLs because native speakers could assist nonnative speakers with unfamiliar words, like grocery, applause, and fiddled. The reference to Barnum’s circus would probably require explanation to an ELL because it is an American company who puts on the show. A system of buddy reading would help ELLs with references such as these in the book. While reading this book aloud, a teacher should use gestures and point to the items in the illustrations that may be unclear so ESOL students can connect visuals with the spoken words.

Suggested Read Aloud:

I would read aloud pages 3-8 because it gives an introduction to who the main character is, her emotions, and her concerns. These pages would allow the audience to interact through making predictions, discussion of feelings, and use the illustrations for setting and details.

My opinion of City of Snow and its illustrations:

Personally, I felt this book was a respectable and accurate representation of the emotions, struggles, and fears that were brought about in the “Great White Hurricane” in 1888. This story of a young girl’s fictitious experience was relatable and factual so students would truly learn and be engaged in a lesson utilizing this book. The free verse poetical style was also an enjoyable and creative approach to the story that is unique to most informational children’s books.