Michigan Reading Journal

Volume 35 Issue 1 Article 7

October 2002

Beyond the ABCs: The Pleasures of the Alphabet Book

Debra H. Thatcher

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Recommended Citation Thatcher, Debra H. (2002) "Beyond the ABCs: The Pleasures of the Alphabet Book," Michigan Reading Journal: Vol. 35 : Iss. 1 , Article 7. Available at: https://scholarworks.gvsu.edu/mrj/vol35/iss1/7

This Other is brought to you for free and open access by ScholarWorks@GVSU. It has been accepted for inclusion in Michigan Reading Journal by an authorized editor of ScholarWorks@GVSU. For more information, please contact [email protected]. DEBRA H. THATCHER Beyond the ABCs: The Pleasures of the Alphabet Book

Debra H. Thatcher is the associate dean/or teacher education at Northern Michigan University. Her interests include authentic uses of children's literature across the curriculum.

ho uses alphabet books? If your The purpose of this article is to acquaint the answer is preschoolers and kinder­ reader with alphabet books that are of high quality gartners, then consider these classes. that are appropriate for a wide range of readers. Mr. Burton, an eighth-grade language Though there are many possibilities for categoriz­ arts teacher, is reading Antics I An Alphabetical ing alphabet books, I have identified seven types: Anthology (Hepworth, 1992) to his class as part of a letter shapes, word play, art play, topical/thematic, word study unit. Mr. Sandoval's fourth-grade math­ multicultural, narrative, and puzzles. For each of ematics class is examining Eight Hands Round: A these categories, I have described some outstanding Patchwork Alphabet (Paul, 1991) as they investigate books. real-world applications of geometry. And Mrs. McIntyre's second-graders are writing their own Letter Shapes alphabet puzzler after reading A Is for Salad (Lester, Books in this category emphasize letter appearance 2000). Alphabet books that go beyond the formulaic and usually lack the classic word-picture associa­ "a is for apple" provide rich invitations for use by a tion (that is, there is no "a is for .... "). Readers are wide range of grades and ages. invited to view letters in novel ways, including recognizing changes in orientation and discovering There is a widely accepted but mostly mistaken letter shapes in the environment. belief that alphabet books are useful for reinforcing letter-sound relationships. But as Nodelman (1996) Arlene Aldas ABC: What Do You See (Alda, 1981) points out, the relationship between visual symbols is a collection of photos that reveal letter shapes in and words is inferred. Only an existing knowledge everyday objects. In some photos, the letter shapes of letters and sounds allows a reader to correctly are readily apparent, such as sauteed shrimp for name the object pictured in the text. For example, "C"; others require a more discriminating eye, an image of a cat that appears on a "P" page is a such as a twisted water hose for "R." Details of "pet," while on the "C" page it is labeled a "cat." old and new buildings reveal letter shapes in the Such books are not educational because "we have to masterful black-and-white photos of Archabet: An know what they're supposed to be teaching before Architectural Alphabet (Korab, 1989). Each photo is we can make use of them" (Nodelman, 1996, p. accompanied by a quote from a famous architectural 243). Therefore, the instructional value of alphabet observer; for example, "I call architecture frozen books as aids in teaching beginning reading skills is music"-Johann Wolfgang von Goethe. Another limited. photographic marvel is The Butterfly Alphabet (Sandved, 1996), revealing letter shapes in the The pleasures of the alphabet book are not derived close-up images of butterfly and moth wings. from skills learned or reinforced. Instead of educat­ ing us, alphabet books, even those with basic struc­ In Chicka Chicka Boom Boom (Martin & Archam­ tures, intrigue us with word and picture games. We bault, 1989), readers follow the antics of lower delight in reading them and solving their puzzles, case letters as they climb a tree, fall out, and make from the very simple to the quite sophisticated and their way home. The playful text-"M is looped. complex. N is stooped. 0 is twisted alley-oop"-accompany

FALL 2002 21 BEYOND THE ABCs • • • • • • • • • • • • brightly colored not GNAW) and for NOME (in Alaska) but not • letters positioned in (dam!) for GNOME." Chicka • • a variety of ways. Alphabet books featuring an alliterative text are • Ed Emberley s ABC plentiful. A particularly appealing one, because of Chicka • (Emberley, 1978) • • its delightful and humorous anthropomorphic illus­ • provides a unique trations, is A Big and little Alphabet (Rosenberg, • twist. Each double­ • 1997). Each letter is represented by an adult animal •• page spread provides (Big Risa rhinoceros) and its baby (littler), both • • a progression of four engaged in the same activity ("Big R races around. • clever illustrations Little r races around.") The illustrations also include • that indicate the other visual representations of the letter (rainbow, •• strokes for forming red radio, rink, roller blades, roller skates.) by Bill Martin Jr • upper case letters. and John Archambault • • The viewer is chal­ Art Play illustrated by Lois Ehlert • • lenged to detect the Though all of the alphabet books mentioned in pictures in each set this article are picture books, the ones in this of illustrations that are associated with the featured category are distinguished by visuals that compel letter; for example, a tiger and a turtle assemble the viewer to look and look again. Some of the tinkertoys in a tray to form the letter "T." illustrations are complex and reveal new things Word Play with each viewing, while others surprise viewers with unique The distinguishing feature of books in this category representa­ is the playful use of language. The text in each book tions of THE 2 WAS ZAPPED challenges the reader to think of words or use words everyday in atypical ways. The illustrations accentuate the objects. humorous text. The Z Was Antics! An Alphabetical Anthology (Hepworth, Zapped (van 1992) sets the standard for word play alphabet Allsburg, books. Each page features one word in which "ant" 1987) and is embedded ( deviant, quarantine, xanthophile ), The Graphic accompanied by an outrageously wacky visual Alphabet (Pel­ definition of the word - all with ant characters. letier, 1996) Viorst's The Alphabet from Z to A (with Much are witty Confusion on the representa­

Way) (1994) pro­ tions of letters CHRIS VAN A LLSBU RG ceeds through in action. For the alphabet example, in backwards, van Allsburg's carbon pencil drawings, "Twas pointing out the all Tied up," and in Pelletier's full color com­ inconsistencies puter images, "T" trips and falls. Grover (1993), of spelling Eng­ through vibrantly colored acrylic paintings, lish words. For presents viewers with unexpected images such as example, "N is a fork fence and umbrella underwear in his book for NIT, NIGHT, The Accidental Zucchini. Macdonald's Alphabat­ andNOT, but ics (1986) transforms each letter of the alphabet not KNOT, into objects through a series of illustrations. For KNIGHT,or example, "s" grows a beak and feathers, evolv­ KNIT. It's also ing into a swan. One alphabet book in which the for NOW(but text and the illustrations are equally exceptional

22 MICHIGAN READING JOURNAL THATCHER Another type of topical book has little or no text, relying heavily on the visual aspect of the book. Animal Alphabet (Kitchen, 1982) has striking ALPHAf¾TICS visual images. On each page there is a ~. The Graphic Alphabet large, black capital letter in block print. - J. With each letter is a realistic painting -" of one animal; D ~§A§I-.~ some animals are familiar ( such as the bat) and others is The Sweet and Sour Animal Book are exotic (like the (Hughes, 1994 ). Illustrated by the art­ umbrella bird). The work of young children in the Harlem pages are unclut­ School of the Arts, the book features David Pelletier tered but powerful 26 simple and delightful poems by in their simplicity. Langston Hughes. The viewer imme­ diately is captivated Alpha Bugs (Carter, 1994) and The Christmas and wants to know more about each animal. Arf! Alphabet (Sabuda, 1994) are two interactive ABC Beg! Catch! (Horenstein, 1999) displays large books. Carter's book is part of a series of "bug" photographs depicting aspects of the lives of dogs. books, complete with zany bugs (such as the merry The layout is artistically done and the photographs mommy mushroom bugs) and a wide variety of capture unusual ( and often endearing) shots of this pop-up, slide, and lift-the-flap illustrations. Sabuda popular pet. With a personalized introduction by has crafted eloquent cut paper pop-ups on a Christ­ Iman, an internationally renowned fashion model mas theme and includes a swinging bell for B and a from Somalia, The Jungle ABC (Roberts, 1998) is a three-tiered snowflake for S. virtually wordless book about the African jungle. It Thematic/Topical is difficult to put the book down because the paper collage images are so striking. Roberts' distinctive There is an overabundance of subject-oriented art is repeated in Mumbo Jumbo: A Creepy ABC alphabet books written for didactic purposes. (2000) and is accompanied by an equally engaging Many of these have forced text, often with inferior text. rhyme. But close examination will reveal some books with high quality text and/or illustrations in Multicultural this category. This category is actually a subset of the thematic/ One type of topical book organizes information topical section, but deserves separate treatment. It about a subject around each letter of the alphabet. is important that children learn about people whose Such books do not provide depth of understanding, beliefs, customs, and experiences differ from their but well-written ones provide just enough informa­ own. The alphabet book format provides a familiar, tion to entice the reader to do further exploration. non-threatening means of introducing readers to Three exemplary works are Illuminations (Hunt, cultural differences. 1989), a book of facts and myths associated with The Handmade Alphabet (Rankin, 1991) presents medieval Europe; Antler, Bear, Canoe (Bowen, images of the manual alphabet of the American 1991 ), a personal view of life in the Minnesota Sign Language, a communication system for Northwoods, illustrated with mood-setting wood­ people who are deaf. On each page the viewer sees blocks; and Eight Hands Round: A Patchwork a hand shape of the manual alphabet as well as an Alphabet (Paul, 1991 ), an historical guide to early object that begins with the corresponding letter. American patchwork patterns. The beautiful colored pencil illustrations include

FALL 2002 23 BEYOND THE ABCs sensitive images of aged and youthful hands, large The ABC Mystery (Cushman, 1993) is a whodunit and small hands, and hands representing many races with hidden clues in the illustrations plus a lilting and skin tones. Readers are introduced to names text ("I is Inspector, who ponders the case. J is of animals in five languages in From Albatross Jalopy, in which they give chase."). to Zoo (Borlenchi, 1992). Not useful as a tool to An Alphabet in Five Acts (Anderson, 1993) is teach modem languages, the book does cleverly presented illustrate the often-striking similarities as a dramatic play. of animal names across languages. Each act of the Cajun Alphabet (Rice, 1991) is an play is only one introduction to the language and culture sentence, and each of Cajun society. The rhyming text, page illustrates though sometimes awkward, effectively only one word communicates the meaning of many of each sentence. words and phrases; for example, "L is For example, lagniappe to round out the trade, some­ "Friendly Gwen thing extra pitched in and no charge is Has Icky Juice" is made." a five-page spread. There is a grow­ jambo means hello The power of the ing number of SWAHilLH ALPHABET B OK narrative relies alphabet books by Muriel Feelings · pictures by Tom Feelings heavily on the amusing photo-collage related to the illustrations. various cultures Puzzles of Africa. Jambo Means Hello Perhaps the most engaging of all alpha­ (Feelings, 197 4) bet books are those explicitly designed introduces the to puzzle the reader. There is great reader to Swahili variation in the complexity of these, and words and culture engaging texts can be found for all ages. through simple text and warm illustrations. Ashanti to Zulu: African Traditions (Musgrove, 1977) illustrates cus­ ASHANTI TO ZULU toms of 26 different African peoples through brief AFRICAN TRADITIONS text and the well-researched art of Leo and Diane MARGARET MUSGROVE · Dillon. A Is for Africa (Onyefulu, 1993) shows the author's Nigerian homeland through a series of photographs that capture images of everyday life. Narrative Alphabet books that tell a story are perhaps the hardest to find - especially if you expect the pic­ tures and words to form a coherent and pleasurable experience. One of the most notable alphabet nar­ ratives is Old Black Fly (Aylesworth, 1992). In this story, a pesky old black fly flits through the house, sampling all the food and bothering everyone in the house, beast and human alike. Stephen Gammell 's explosive artwork amplifies the characters' irritation with the fly that cannot be shooed away.

24 MICHIGAN READING JOURNAL THATCHER Q Is for Duck: An Alphabet Guessing Game (Elting Animalia (Base, 1986) and Whatley's Quest & Folsom, 1980) is a delightful puzzle for young (Whatley and Smith, 1994) are alphabet mysteries readers. Beginning with the letter "A" and moving for the persistent and inquisitive reader. Base's in order through the alphabet, the book presents book is superficially the typical word-picture puzzling letter-word associations; for example, "A association. The intricate image for the letter "H" is for zoo. Why?" The solution is revealed when the clearly illustrates the text, "Horrible hairy hogs page is turned: "Because animals live in the zoo." hurrying homeward on heavily harnessed horses." In a similar book, A Is for Salad (Lester, 2000), A close look reveals a multitude of other items the reader is challenged to use the illustrations whose names begin with "h," such as house, ham­ rather than the text to make the letter-word associa­ mock, hippopotamus, hunter, hyena, hang-glider, tions. For example, the letter "T" is illustrated by hawk, hook-and this in about 4 square inches a sheepish-looking tiger in underwear, and the of a picture of over 200 square inches! And text reads, "Tis for polka-dotted underwear." somewhere in each illustration, a boy in a striped For the truly puzzled, the animal names are all sweater is hidden. It is easy to understand why revealed in the back cover of the book. Tomorrow's Base spent over 3 years completing the illustra­ Alphabet (Shannon, 1996) provides teasers for tions for Animalia. The illustrations of Whatley's some direct experiences with text such as, "C is for Quest are sophisticated but not as detailed as milk-tomorrow's cheese" and "R is for grapes­ those of Animalia. This wordless book takes the tomorrow's raisins." viewer through a search for buried treasure. It includes illustrations of words you would never One type of ABC puzzler invites the reader to use anticipate in an alphabet book: allegory, dupe, picture clues to predict what will appear when the lackadaisical, quay, and vitality, as well as the page is turned. What's Inside? (Kitamura, 1985) expected illustrations of words such as dinosaur, shows a pair of letters outside of an enclosure, such olive, and wheelbarrow. as "q" and "r" above a mouse hole being guarded by a cat. A tum of the page reveals a rat at his Conclusion desk, busily writing with a quill. Eye Spy (Bourke, Alphabet books are clearly not intended just for 1991) is a clever and more complex version of the the emergent reader. There is a wide range of ABC page-turner puzzler. First, each double-page spread books with intriguing stories, captivating illustra­ shows a progression of four illustrations in which tions and photographs, playful texts, and puzzling the first and last pictures are homophones. Then the mysteries. Teachers of any grade level can select last picture provides a clue for the first picture that alphabet books appropriate for his or her students will appear on the following page. For example, for and examine the craft of the authors and illustrators. the letter "G," the first of the four pictures is a board Some books will naturally lead to other activities, game and the last is a picture of wild game ( deer, such as investigating topics introduced, cloning fish, rabbit). The rabbit is the clue for the following the style of the author for student-created alphabet "H" page-hare. books, and investigating ABCs in the environ- The book Anno 's Alphabet (Anno, 1975) initially ment. -Intended for much more than letter-sound appears to be a traditional alphabet book, where relationships, the alphabet book offers readers many there is a direct correspondence between the letter pleasures. shown and its accompanying picture. But a closer References look reveals two extraordinary features of the Alda, A. (1981 ). Arlene Alda 's ABC. Berkeley: book. First, hiding in the intricate border, which Tricycle Press. appears to be simply flowers and leaves, are many other items associated with the featured letter. But Anderson, K. (1993). An alphabet in.five acts. New more interestingly, the letter is shown as a wooden York: Dial. construction. Close evaluation of the illustration Anno, M. (1975). Anno 's alphabet: An adventure in reveals that the renderings of the three-dimen­ imagination. New York: Crowell. sional letter shapes are impossible to build; they Aylesworth, J. (1992). Old black fly. New York: are optical illusions. Henry Holt.

FALL 2002 25 BEYOND THE ABCs Base, G. (1986). Animalia. New York: Abrams. MacDonald, S. (1986). Alphabatics. New York: Borlenchi, P. (1992). From albatross to zoo: An Aladdin. alphabet book in.five languages. New York: Martin Jr., B. & Archambault, J. (1989). Chicka Scholastic. chicka boom boom. New York: Simon and Bourke, L. (1991). Eye spy: A mysterious alphabet. Schuster. San Francisco: Chronicle. Musgrove, M. (1977). Ashanti to Zulu: African Bowen, B. (1991). Antler, bear, canoe: A traditions. New York: Dial. northwoods alphabet year. Boston: Little, Nodelman, P. (1996). The pleasures ofchildren's Brown. literature. White Plains, NY: Longman. Carter, D. (1994). Alpha bugs: A pop-up alphabet. Onyefulu, I. (1993). A is for Africa. New York: New York: Little Simon. Penguin. Cushman, D. (1993). The ABC mystery. New York: Paul, A. (1991 ). Eight hands round: A patchwork HarperCollins. alphabet. New York: HarperCollins. Elting, M. & Folsom, M. (1980). Q is for duck: An Pelletier, D. (1996). The graphic alphabet. New alphabet guessing game. New York: Clarion. York: Dial. Emberley, E. (1978). Ed Emberley 's ABC. Boston: Rankin, L. (1991). The handmade alphabet. New Little, Brown & Co. York: Scholastic. Feelings, M. (1974). Jambo means hello: Swahili Roberts, M. (2000). Mumbo jumbo: The creepy alphabet book. New York: Dial. ABC. New York: Hyperion. Grover, M. (1993). The accidental zucchini: An Roberts, M .. (1998). The jungle ABC. New York: unexpected alphabet. San Diego: Browndeer Hyperion. Press. Rice, J. (1991). Cajun alphabet (Rev. ed.). Gretna, Hepworth, C. (1992). Antics! An alphabetical LA: Pelican Publications. anthology. New York: Putnam. Rosenberg, L. (1997). A big and little alphabet. Horenstein, H. (1999). Arf! Beg! Catch! Dogs from New York: Orchard Books. A to Z. New York: Scholastic. Sabuda, R. (1994). The Christmas alphabet. New Hughes, L. (1994). The sweet and sour animal York: Orchard. book. New York: Oxford. Sandved, K. (1996). The butterfly alphabet. New Hunt, J. (1989). Illuminations. New York: York: Scholastic. Macmillan. Shannon, G. (1996). Tomorrow's alphabet. New Kitamura, S. (1985). What's inside? The alphabet York: Greenwillow. book. New York: Farrar, Straus & Giroux. Van Allsburg, C. (1987). The Z was zapped. Boston: Kitchen, B. (1982). Animal alphabet. New York: Houghton Mifflin. Puffin Pied Piper. Viorst, J. (1994). The alphabet from Z to A (with Korab, B. (1985). Archabet: An architectural much confusion on the way). New York: alphabet. Washington, DC: National Trust Atheneum. for Historic Preservation. Whatley, B. & Smith, R. (1994). Whatley's Lester, M. (2000). A is for salad. New York: Putnam quest: An alphabet adventure. Sydney: & Grosset. HarperCollins.

26 MICHIGAN READING JOURNAL Call for Manuscripts Summer, 2003: Creating Professional Learning Communities This issue will be dedicated to the memory ofSharon Yuille who was a Title One teacher and curriculum development coordinator for the Flint Community Schools. Sharon was a leader in state reading activities and active on many state committees. She helped develop MRA 's professional development grants. (Manuscripts must be received by January 1, 2003. Electronic submissions are encouraged.) he knowledge base teachers draw upon when selecting instructional tasks and materials has an mportant impact on the quality of student learning that occurs in their classrooms. According the National Reading Panel: Teaching Children to Read, there is a growing body of research describing the correlation between aspects of teacher preparation and the quality of teaching and student outcomes. Ongoing professional development is an essential component of a school or district's early literacy plan. Teachers need the opportunity to expand their knowledge base and to increase skill in instruction if they are going to meet the ever-changing educational needs of their students. Teachers also need to belong to a learning community in which they share their knowledge, skill, and insight with other teachers as they continuously strive to provide effective instruction for each student in their building. The goal of this issue is provide information about the context, content, and process of effective professional development. The focus of the articles in this issue is sustained professional development with the goal of continuous professional growth leading to increased student achievement. Journal editors seek manuscripts for this issue describing the establishment and maintenance of learning communities that provide opportunities for teachers to share their knowledge, skill, and insight with colleagues as they continuously strive to provide effective instruction for each student in their building. Contributors are invited to send articles describing successful professional development programs in their districts or schools, processes used to establish learning communities within and across districts and schools, and teacher research and inquiry projects that have added to the knowledge base supporting initiatives in their schools. • Manuscripts should not exceed 2,500-3,000 words. • Author's name, mailing address, telephone number, FAX number, e-mail address, and professional affiliation should be on a separate cover page. The author's name should not appear in the manuscript. • Three members of the editorial review board will review all manuscripts. • Manuscripts must be received by January 1, 2003. Decisions will be reached within four months for this issue. • If a manuscript is accepted for publication, its author must provide a computer disk copy of the manuscript, preferably in MS Word. • Charts, graphs, drawings, and high quality photographs pertaining to article topics will be appreciated. Photographs from a digital camera can be submitted digitally. • Send either: a) an electronic email attachment; or b) six copies of the manuscript, a disk with your :: submission, and two self-addressed stamped envelopes to: Kathryn M. Brimmer, Editorial Assistant Michigan Reading Journal Oakland University, Department of Reading Rochester, MI 48309-4494 email: [email protected]

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