In this new cooking poem, Jorge Argueta brings us a fun and easy recipe for a yummy salsa. A young boy and his sister gather the ingredients and grind them up in a molcajete, just like their ancestors used to do, singing and dancing all the while. The children imagine that their ingredients are different parts of an orchestra — the tomatoes are bongos and kettledrums, the onion, a maraca, the cloves of garlic, trumpets and the cilantro, the conductor. They chop and then grind these ingredients in the molcajete, along with red chili peppers for the “hotness” that is so delicious, finally adding a squeeze of lime and a sprinkle of salt. When they are finished, their mother warms tortillas and their father lays out plates, as the whole family, including the cat and dog, dance salsa in mouth-watering anticipation. Winner of the International Latino Book Award for Guacamole, Jorge Argueta has once again written a recipe-poem that families will delight in. Each book in the cooking poem series features a talented illustrator from the Latino world. In Salsa the text is complemented by the rich, earthy illustrations of multiple award-winning illustrator Duncan Tonatiuh. His interest in honoring the art of the past in contemporary contexts is evident in these wonderful illustrations, which evoke the pre-Columbian Mixtec codex. Key Text Features recipe Correlates to the Common Core State Standards in English Language Arts: CCSS.ELA-LITERACY.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CCSS.ELA-LITERACY.RL.K.4 Ask and answer questions about unknown words in a text.
“I don’t know how it happened, but I ended up being the writer in my family,” Jorge Argueta says in his poetic memoir. He wrote his first lines as an adolescent, though he didn’t know what the words meant or that it was poetry. “But now I see that in putting down those words, I was stepping into a huge world, much bigger than my own: beautiful and mysterious, full of profound joy and infinite possibilities.” In this moving, bilingual collection, renowned poet Jorge Argueta reminisces about growing up in El Salvador, the impact of war on his family and neighbors, life as an exile in the United States and ultimately his rebirth as a poet. He became involved in the revolution as a teen, not realizing what was to come, “a bloody massacre … An entire generation disappearing / As if it were a trifle / To lose the entire future of a country.” Mothers lose sons, their bodies beat beyond recognition. Friends’ bodies are thrown into common graves. Husbands lose wives and wives lose husbands. “Death saunters / Dressed in olive green / A rabid dog / Snapping at anyone in its path.” Argueta’s words recall the horrific violence and atrocities committed, frequently against the poor and powerless. The 48 poems in this collection—in Spanish and English—smolder with loss and longing. Argueta’s indigenous roots ultimately contribute to his salvation after he flees his homeland. His braids, he writes, “are rivers / Of my village / Running / Down my back.” In San Francisco, he becomes part of the city’s exile community, yearning for home but knowing his friends and relatives are dead or gone. His pain is like a ring that “lives on my left hand / as if I were / married to it.” Eventually, he returns to writing and becomes a successful children’s book author. In spite of the pain and sorrow expressed in many of these poems, Argueta’s work is a powerful testament to love, hope and the strength of the human spirit.
An eloquent and timely plea for understanding refugees. Why are young people leaving their country to walk to the United States to seek a new, safe home? Over 100,000 such children have left Central America. This book of poetry helps us to understand why and what it is like to be them. This powerful book by award-winning Salvadoran poet Jorge Argueta describes the terrible process that leads young people to undertake the extreme hardships and risks involved in the journey to what they hope will be a new life of safety and opportunity. A refugee from El Salvador’s war in the eighties, Argueta was born to explain the tragic choice confronting young Central Americans today who are saying goodbye to everything they know because they fear for their lives. This book brings home their situation and will help young people who are living in safety to understand those who are not. Compelling, timely and eloquent, this book is beautifully illustrated by master artist Alfonso Ruano who also illustrated The Composition, considered one of the 100 Greatest Books for Kids by Scholastic’s Parent and Child Magazine. Correlates to the Common Core State Standards in English Language Arts: CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. CCSS.ELA-LITERACY.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. CCSS.ELA-LITERACY.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. CCSS.ELA-LITERACY.RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. CCSS.ELA-LITERACY.RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting) CCSS.ELA-LITERACY.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. CCSS.ELA-LITERACY.RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. CCSS.ELA-LITERACY.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. CCSS.ELA-LITERACY.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. CCSS.ELA-LITERACY.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. CCSS.ELA-LITERACY.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). CCSS.ELA-LITERACY.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-LITERACY.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone CCSS.ELA-LITERACY.RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. CCSS.ELA-LITERACY.RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch. CCSS.ELA-LITERACY.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
Poems for children that evoke the wonder of childhood in rural El Salvador include the relationship with a caring father and the author's confusion and delight in his new urban home.
“My name is Fire / but everyone calls me / Little Fire.” In this beautiful, poetic ode to the invigorating power of fire, award-winning children’s book author Jorge Argueta describes—in English, Spanish and Nahuat—the characteristics of fire from the perspective of one little flame. From its birth as a spark, Little Fire flits like a firefly and plays hide and seek inside a volcano. He grows between two sticks rubbed together or on a stone that strikes another. Little Fire is red, yellow, orange and turquoise. “I look like the sun / but I am no sun. / I am Fire, Little Fire / who laughs, / who dances.” Little Fire sings, “sizzle, / hiss, / whoosh, / crackle, crackle.” With stunningly beautiful illustrations by Felipe Ugalde Alcántara that depict the natural world, this poem about the importance of fire reflects Argueta’s indigenous roots and his appreciation for nature. Containing the English and Spanish text on each page, the entire poem appears at the end in Nahuat, the language of Argueta’s Pipil-Nahua ancestors. The sequel to Agua, Agüita / Water, Little Water, this book is an excellent choice to encourage children to write their own poems about the environment.
“My name is Wind / but everyone knows me / as Little Wind.” In this beautiful, poetic ode to the refreshing but sometimes dangerous force of wind, award-winning children’s book author Jorge Argueta describes—in English, Spanish and Nahuat—the power of air from the perspective of a mischievous youngster. He is born everywhere and can fly all around Mother Earth. Little Wind is swift like a hummingbird, he comes and goes. Zummm, zummm, zummm. “You can’t see me. / You can’t touch me. / But you can feel me.” Some call him the north wind, or draft, breeze, gale, hurricane, tornado, but “I like it better / When they call me Wind, Little Wind.” A Junior Library Guild selection, this book about the wind reflects Argueta’s indigenous roots and his appreciation for the natural world. Felipe Ugalde Alcantara’s gorgeous illustrations depict birds floating on the breeze and trees bent under strong gusts. Containing the English and Spanish text on each page, the entire poem appears at the end in Nahuat, the language of Argueta’s Pipil-Nahua ancestors. The third book in a four-part series about Mother Earth, this is an excellent choice to encourage children to write their own poems about nature and to begin conversations about the interconnected web of life.
My name / is Water / but everyone / calls me Little Water." In this beautiful, poetic ode to the life-giving force of water, award-winning children's book author Jorge Argueta describes—in English, Spanish and Nahuat—the life cycle of water from the perspective of one drop. From its birth deep in Mother Earth, Little Water climbs to the surface, passing through roots and rocks, light and darkness. Finally, the tiny bead of water makes it to the top and rests, "a sigh of morning dew," hanging on "the tips of leaves / on spider webs / or on the petals / of flowers." The droplet becomes a river, a lake, an ocean, ultimately climbing to the sky and turning into a cloud. Then, "drop by drop / I return singing / to our Mother Earth. I am Little Water. / I am life." With stunningly beautiful illustrations by Felipe Ugalde Alcántara that depict the mountains, rocks, vegetation and animals of the natural world, this poem about the importance of water reflects Argueta's indigenous roots and his appreciation for nature. Containing the English and Spanish text on each page, the entire poem appears at the end in Nahuat, the language of Argueta's Pipil-Nahua ancestors. This book is an excellent choice to encourage children to write their own poems about the natural world and to begin conversations about the interconnected web of life.
Xochitl and her family, newly arrived in San Francisco from El Salvador,reate a beautiful plant nursery in place of the garbage heap behind theirpartment, and celebrate with their friends and neighbors.
My name is Wind / but everyone knows me / as Little Wind." In this beautiful, poetic ode to the refreshing but sometimes dangerous force of wind, award-winning children's book author Jorge Argueta describes--in English, Spanish and Nahuat--the power of air from the perspective of a mischievous youngster. He is born everywhere and can fly all around Mother Earth. Little Wind is swift like a hummingbird, he comes and goes. Zummm, zummm, zummm. "You can't see me. / You can't touch me. / But you can feel me." Some call him the north wind, or draft, breeze, gale, hurricane, tornado, but "I like it better / When they call me Wind, Little Wind." A Junior Library Guild selection, this book about the wind reflects Argueta's indigenous roots and his appreciation for the natural world. Felipe Ugalde Alcantara's gorgeous illustrations depict birds floating on the breeze and trees bent under strong gusts. Containing the English and Spanish text on each page, the entire poem appears at the end in Nahuat, the language of Argueta's Pipil-Nahua ancestors. The third book in a four-part series about Mother Earth, this is an excellent choice to encourage children to write their own poems about nature and to begin conversations about the interconnected web of life.
In this bilingual cooking poem for young children, Jorge Argueta encourages more creativity and fun in the kitchen as he describes how to make tamalitos from corn masa and cheese, wrapped in cornhusks. The book opens with an homage to corn — white, yellow, blue, purple, red and black. In Maya mythology the first men and women are even said to be made of corn. It has been an important food for people in Central America for centuries, and one of the most delicious things you can make using corn masa and husks are tamalitos, or little tamales. In simple poetic language, Argueta shows young cooks how to mix and knead the dough before dropping a spoonful into a cornhusk, wrapping it up and then steaming the little package. He once again makes cooking a full sensory experience, including beating on a pot like a drum, dancing the corn dance, delighting in the smell of corn masa … And at the end, he suggests inviting the whole family to come and enjoy the delicious tamalitos “made of corn with love.” Domi’s vivid paintings, featuring a sister and her little brother making tamalitos together, are a perfect accompaniment to the colorful text. Key Text Features procedural text recipe Correlates to the Common Core State Standards in English Language Arts: CCSS.ELA-LITERACY.RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting) CCSS.ELA-LITERACY.RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
An urgent and eloquent account of a boy traveling in a caravan from his beloved homeland of El Salvador to the US border. This novel in verse is a powerful first-person account of Misael Martínez, a Salvadoran boy whose family joins the caravan heading north to the United States. We learn all the different reasons why people feel the need to leave — the hope that lies behind their decision, but also the terrible sadness of leaving home. We learn about how far and hard the trip is, but also about the kindness of those along the way. Finally, once the caravan arrives in Tijuana, Misael and those around him are relieved. They think they have arrived at the goal of the trip — to enter the United States. But then tear gas, hateful demonstrations, force and fear descend on these vulnerable people. The border is closed. The book ends with Misael dreaming of El Salvador. This beautiful and timely story is written in simple but poetic verse by Jorge Argueta, the award-winning author of Somos como las nubes / We Are Like the Clouds. Award-winning Mexican illustrator Manuel Monroy illuminates Misael’s journey. An author’s note is included, along with a map showing the caravan’s route. Key Text Features author’s note map illustrations Correlates to the Common Core State Standards in English Language Arts: CCSS.ELA-LITERACY.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
This delightful recipe in poem form shows us all, young and old, how to make a heartwarming, tummy-filling bean soup From gathering the beans, onions and garlic to letting them swim in the pot until the house smells wonderful and it’s time for supper. A young boy helps his mother prepare a soup the whole family will enjoy using ingredients from Mother Earth. Onions are “yellow as the dawn,” beans are like stars spread out on the “sky of the table” and the water in the pot is “as deep as a little lake.” While the soup is cooking, the boy buries the cooking scraps under a tree in the yard “so Mother Earth keeps on growing flavors.” Simply written, yet full of vivid imagery, Jorge Argueta’s verse and Rafael Yockteng’s animated illustrations make preparing bean soup a fun, almost magical experience. This book is a great family recipe/poem for those who already love bean soup — it is a comfort food for many — and for those who are looking for a delicious new healthy food. Key Text Features recipe procedural text Correlates to the Common Core State Standards in English Language Arts: CCSS.ELA-LITERACY.RL.K.4 Ask and answer questions about unknown words in a text. CCSS.ELA-LITERACY.RL.K.5 Recognize common types of texts (e.g., storybooks, poems). CCSS.ELA-LITERACY.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Remembering her grandfather's promise to fly over from El Salvador to visit anytime she wants to see him, Natalia is determined to help the guinea hen she sees fly by her window in the city.
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