Amara’s Farm: A Gentle Garden Story About Patience, Focus, and Noticing

 Patience, persistence, and careful observation are skills students build through everyday moments — and Amara’s Farm by JaNay Brown-Wood captures that beautifully. As students follow Amara’s focused search through her garden, the story naturally supports executive functioning skills like attention, flexibility, and self-regulation while also connecting to sustainability themes found in both CSLP’s Unearth a Story™ and iREAD’s Plant a Seed, Read for 2026.



Amara heads outside excited to pick a pumpkin, but it’s not as easy as she expects. As she searches, she has to slow down, look closely, and keep trying. Along the way, the garden becomes a space where she practices noticing details, managing disappointment, and sticking with her goal — all while learning that good things take time.

The Good

This book is an excellent choice for early elementary classrooms because it naturally supports SEL and early executive functioning skills without feeling like a lesson. It also offers meaningful representation, which can be difficult to find — particularly stories that feature farming families of color in a warm, everyday way.

From a classroom and library perspective, Amara’s Farm supports:

  • Perseverance and patience

  • Observation and “noticing”

  • Flexible thinking when plans don’t work

  • Problem-solving in a real-life setting

The garden setting also makes it an easy fit for seasonal learning, science, and nature-based units.

The Not-So-Good (From a School Librarian Lens)

This is a gentle, everyday story rather than a high-action one. It works best as a read-aloud with discussion, especially for students who benefit from talking through feelings like frustration or waiting.

Classroom & Library Connections

Amara’s Farm is easy to extend in meaningful, hands-on ways:

SEL & Executive Functioning

  • Ask: What do you do when something isn’t working the first time?

  • Create a class anchor chart: “What helps us keep trying?”

Science & Observation

  • Discuss what pumpkins need to grow (sunlight, water, soil, time)

  • Talk about plant life cycles and seasonal changes

Hands-On Produce Exploration

Bring in a small selection of real produce for students to explore and compare, such as:

  • Figs

  • Kumquats

  • Kiwi

  • Potato

  • Eggplant

Invite students to:

  • Observe the outside (color, shape, texture)

  • Carefully open the produce and look at seeds and insides

  • Compare textures and smells

  • Taste samples if appropriate

This activity reinforces noticing, builds vocabulary, and connects the story directly to real-world experiences.

Writing Extension

  • Sentence stem: “I noticed…”

  • Create a class book: “What We Notice in the Garden”

Nature Journaling, SDGs & Summer Reading

Amara’s Farm is a wonderful launch text for starting a nature journal, making it an excellent fit for sustainability-focused learning and summer programming.

As students follow Amara slowing down, looking closely, and noticing her garden, they are practicing the same skills needed for nature journaling. Nature journals don’t need to be perfect — they are simply a place to observe, wonder, and record.

This work aligns naturally with the UN Sustainable Development Goals, particularly:

  • SDG #3: Good Health & Well-Being – slowing down, being outdoors, and managing frustration

  • SDG #12: Responsible Consumption – understanding where food comes from

  • SDG #15: Life on Land – observing and caring for plants and ecosystems

This story also aligns naturally with both major 2026 summer reading themes — CSLP’s Unearth a Story™ and iREAD’s Plant a Seed, Read — as Amara’s garden mirrors the way curiosity, patience, and discovery grow when students take time to explore stories.

Overall

Amara’s Farm is a warm, relatable picture book that turns a simple garden search into a thoughtful lesson about patience, focus, and paying attention. It offers a meaningful way to build SEL and executive functioning skills while also encouraging curiosity about the natural world.

For educators looking to connect storytelling, observation, and hands-on learning — especially within garden, science, or summer reading themes — this book is a strong and flexible choice.

Recommended Grade Levels

PreK–2
(Also works well in K–3 for garden, science, and seasonal units.)

Why Your Students Will Love It

Students will relate to wanting something right away — and having to keep looking and trying. The garden setting feels cozy and familiar, and the hands-on extensions help bring Amara’s experience to life in a concrete, memorable way.

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Why Gardening Belongs in the Library (Even Without a Garden)

 It is the season of possibility.

Even when the weather is unpredictable, signs of growth begin to appear. Seeds are planted. Plans are made. Students begin to look forward again instead of simply recovering from winter.

This makes March a meaningful time to talk about gardening — and why libraries should be part of it.

As part of my March series focused on curiosity, independence, and meaningful learning experiences, I want to share why gardening belongs naturally in library spaces and how it supports students academically, emotionally, and globally — even if a library never plants a single thing outside.


Gardening Offers Comfort in Uncertain Times

Gardening is more than a science activity.

For students, it provides:

  • Predictability

  • Calm routines

  • Something steady to care for

  • Visible growth over time

In uncertain seasons, watching something grow reminds students that progress is often slow — and that patience matters.

Libraries already serve this role in schools and communities. Gardening simply extends it.

Libraries Don’t Need a Garden to Do Gardening Work

One of the biggest misconceptions about gardening in libraries is that it requires space, funding, or a full garden.

It doesn’t.

Libraries can support gardening concepts in small, meaningful ways.

In storytime, this might look like:

  • Reading picture books about planting, seeds, and growth

  • Noticing illustrations and making predictions

  • Talking about what plants need to survive

In a school library, this might look like:

  • Connecting books to science or climate units

  • Observing seeds or soil during a lesson

  • Drawing or writing about plant growth

In a public library, this might look like:

  • A small seed library

  • A storytime paired with planting a seed students can take home

  • Displays featuring gardening and nature books

Little things can grow into big ideas.

Libraries offer a soundboard for these conversations — a place where students can hear, question, and reflect.

Libraries Are Natural Bridges Between Literacy and Growth

Libraries are full of stories about seeds, soil, weather, and change.

When libraries engage with gardening concepts, literacy becomes lived, not just read.

Students:

  • Listen to stories about growing things

  • Read simple nonfiction

  • Discuss changes they observe

  • Make connections between books and real life

Literacy becomes the seed — the starting point — for understanding the world.

Gardening doesn’t pull libraries away from their mission.
It strengthens it.

🌍 Connecting Gardening to Soil Learning

Gardening naturally leads to soil.

Before students can understand how plants grow, they need to understand what supports that growth. Soil becomes the bridge between literacy, science, and sustainability.

In the library, soil lessons can focus on:

  • Observation

  • Comparison

  • Curiosity

  • Language development

When students explore soil, they begin to understand:

  • Why plants grow differently in different places

  • Why native plants matter

  • How ecosystems are connected

This ties directly into gardening, climate action, and the Sustainable Development Goals.

🧠 Gardening Builds Focus & Executive Functioning

Gardening — even through stories — naturally supports:

  • Sustained attention

  • Patience

  • Planning

  • Follow-through

  • Reflection

Seeds don’t sprout instantly. Students must wait, observe, and adjust — the same skills they need for reading stamina, inquiry, and long-term projects.

🌱 A Simple Way to Try This Tomorrow

This doesn’t need to become a full unit or special project.

One simple way to bring gardening concepts into the library is to pair one read-aloud with one moment of observation or reflection.

For example:

  • Read a picture book about growth, soil, or care.

  • Ask students:

    • What did you notice?

    • What do you wonder?

    • What might happen next?

  • Invite students to draw, write, or talk about one detail that stood out to them.

That’s it.

No supplies.
No garden.
No extra planning.

These quiet moments support focus, build curiosity, and help students connect literacy to the world around them — which is exactly the role libraries are meant to play.

🌍 Gardening and the Sustainable Development Goals

Gardening connects naturally to the SDGs in age-appropriate ways:

  • 🌱 SDG 13: Climate Action

  • 🌱 SDG 15: Life on Land

  • 🌱 SDG 4: Quality Education

Students begin to see themselves as caretakers of their environment, not just learners.

🌱 What This Can Look Like (Low-Prep)

Gardening connections in the library don’t need to be big:

  • Read a gardening or soil-themed picture book

  • Observe soil samples

  • Draw soil layers

  • Compare environments

  • Connect observations back to stories

No garden required — just curiosity.

A March Invitation

March isn’t about rushing toward results.

It’s about planting ideas, modeling care, and allowing growth to happen over time.

Libraries don’t need gardens to do meaningful gardening work.
They just need intentional moments — and books are often the best place to start.


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“If You Make a Call on a Banana Phone: A Picture Book for Sequencing & SEL”

 

Fans of If You Give a Mouse a Cookie will feel right at home with If You Make a Call on a Banana Phone. Both books use a playful chain-reaction structure where one small action leads to another, creating humor, curiosity, and endless opportunities for students to predict what will happen next.

The story begins when a child pretends to use a banana as a phone and calls a gorilla. From there, one silly call leads to another, and readers are swept into a series of funny, unexpected events that grow more ridiculous and delightful with every page. What starts as simple pretend play quickly becomes a joyful exploration of imagination and connection.


The Good

This book is a wonderful choice for early literacy, sequencing, and SEL. The repetitive structure, predictable pattern, and escalating silliness make it ideal for interactive read-alouds.

From a classroom and library perspective, this book supports:

  • Oral language and storytelling

  • Imaginative play

  • Sequencing and cause-and-effect

  • Social connection and friendship

There is also a sweet SEL layer underneath the humor — the idea of reaching out, starting a conversation, and making a new friend, even in a silly way.

Compare & Contrast Connection

Just like If You Give a Mouse a Cookie, this story follows a chain-reaction pattern. One event causes the next, which makes it perfect for teaching:

  • Cause and effect

  • Story structure

  • Predicting outcomes

Teachers can read both books and ask:

  • What happens first?

  • What happens next?

  • How does each small action change the story?

Students quickly begin to recognize patterns while still enjoying the humor.

Classroom & Library Activities

Banana Phone SEL Activity
Give students a pretend banana phone (or a paper cut-out) and let them practice:

  • Saying hello

  • Asking a question

  • Starting a friendly conversation

This supports communication skills and confidence in a playful, low-pressure way.

Class Book
Create a shared book titled:
“If I Made a Call on a Banana Phone…”
Each student draws and writes who they would call and what would happen next.

Compare the Books
Use a Venn diagram or chart to compare If You Give a Mouse a Cookie and If You Make a Call on a Banana Phone. Students can track how one event leads to another in both stories.

The Not-So-Good (From a School Librarian Lens)

Because the story is so playful and convincing, some younger students might momentarily wonder whether a banana could really work as a phone. This creates a wonderful opportunity to talk about fiction vs. nonfiction and how stories sometimes imagine things that aren’t real.

Taking a moment to clarify what’s pretend and what’s real helps strengthen early media literacy and story understanding.

Overall

If You Make a Call on a Banana Phone is a joyful, imaginative picture book that blends humor with learning. It invites students to laugh, predict, connect, and see how stories — and friendships — can grow from one small idea.

Recommended Grade Levels

PreK–2
(Also works well for K–3 as an interactive read-aloud.)

Why Your Students Will Love It

Kids love the silliness of using a banana as a phone and the surprise of who answers on the other end. The playful tone, funny twists, and chance to act out the story make this a book students will want to hear again and again.

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Building Independence in the Library: What I Actually Change in March

By March, I’m not reteaching routines — but I am changing how I respond.

Students know how the library works. They’ve practiced the routines. They understand the expectations. What they need now isn’t more instruction — it’s space to use what they already know.

March is when I intentionally shift my role in the library from manager to observer.

This post is part of my March series focused on curiosity, independence, and meaningful learning experiences. If January was about building routines and February was about sustaining focus, March is about letting those systems carry more of the work.

Independence Doesn’t Start With Students — It Starts With Us

One of the biggest mindset shifts I make in March is this:

If students are still asking me before every move, I may be stepping in too soon.

That doesn’t mean students are doing something wrong.
It means I haven’t yet given them the space to try.

Independence grows when adults pause — not when we disappear, but when we wait.


What I Stop Doing in March

By March, I intentionally stop:

  • Reminding students where to sit

  • Narrating every transition

  • Answering questions students can answer themselves

  • Fixing small problems immediately

Instead of jumping in, I ask myself:

Is this a moment where a routine can do the work instead of me?

Often, the answer is yes.

What I Do Instead (Concrete Shifts)

🔁 I Let the Opening Routine Run Without Me

In January, I lead the opening routine.
In March, I step back.

I still greet students and observe, but I don’t direct every step.
If something is forgotten, I wait.
More often than not, another student fills the gap.

That’s independence being practiced.

🗣️ I Change My Language on Purpose

Instead of:

  • “Wait for me.”

  • “Let me show you.”

  • “Here’s what you should do.”

I say:

  • “What does our routine tell you to do next?”

  • “Try it first — I’ll check in.”

  • “Talk it through with your table.”

This language invites thinking instead of compliance.

📦 I Give Responsibility in Small, Visible Ways

Independence doesn’t come from big privileges.
It comes from small responsibilities done consistently.

In March, I intentionally assign:

  • Material managers

  • Line leaders

  • Cleanup checkers

  • Yech helpers

Not because I need help — but because students need practice.

How Shelf Starters Make Independence Possible

One reason I’m able to step back more in March is because students already know how we begin every class.

At the start of each library period, I use a short warm-up routine I call Shelf Starters. These are quick, predictable activities that students complete as soon as they arrive.

Because Shelf Starters:

  • Happen every class

  • Follow a familiar structure

  • Require minimal direction

students can begin independently without waiting for instructions.

By March, this routine does much of the work for me. While students are engaged, I’m able to observe, support individual needs, and decide when to step in — rather than managing the entire room.

👉 If you’d like to learn more about how I structure Shelf Starters and why they support focus and executive functioning, you can read about them here:
[Insert link to your Shelf Starters post]

A Real Library Moment

A student asks, “Can I switch my book?”

Instead of explaining the process again, I respond:

“What’s our checkout expectation?”

The student pauses… and answers their own question.

That pause matters.
That’s executive functioning in action.

Independence Is Messy — and That’s Okay

March independence isn’t quiet or perfect.

It looks like:

  • Slower transitions at first

  • Students negotiating with each other

  • Small mistakes

  • Visible problem-solving

This isn’t a sign that routines are failing.
It’s a sign that students are using them.

Why This Matters for Learning

When students manage routines independently, they’re practicing:

  • Task initiation

  • Self-monitoring

  • Flexible thinking

  • Confidence

These are the same skills they need for reading stamina, research, and inquiry.

The library is one of the safest places for students to practice them.

A March Reminder

March isn’t about doing more.

It’s about doing less — on purpose.

When we step back just enough, students step forward.

That’s how independence grows.


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Dragonborn: A Fantasy About Identity, Grief, and Discovering Who You Are

 Some fantasy stories are driven by action alone, while others are shaped just as much by emotion and identity. Dragonborn by Struan Murray falls into the second category — a darker, thoughtful fantasy that explores grief, control, and what it means to grow into who you truly are.

This juvenile fantasy novel blends dragons and magic with very real feelings of loss, fear, and self-doubt, making it especially compelling for readers who enjoy fantasy with emotional depth.

Brief Summary

The story follows Alex, a girl whose life changes dramatically shortly after the death of her father. Her mother, overwhelmed by fear and anxiety, becomes extremely overprotective, carefully scheduling every aspect of Alex’s life and leaving little room for independence.

Everything shifts when a mysterious man arrives and reveals a shocking truth: Alex is not fully human — she is a dragon.

Unlike the other dragonborn students she later meets, Alex cannot transform into her dragon form. Instead, she remains stuck in her human body, unsure if she truly belongs in the dragon world at all. She is sent to a dragon school to learn more about who she is and what she might become, even though she seems to lack the most important dragon ability.

As Alex struggles to fit in, she discovers she has a different — and dangerous — power: the rare ability to communicate with dead dragons. This unexpected gift forces her to confront hidden truths and rethink what it truly means to be dragonborn.

The Good

This book does an excellent job blending fantasy with emotional realism. Alex’s grief over her father’s death and her complicated relationship with her mother feel authentic and relatable, even within a magical setting.

From a classroom and library perspective, Dragonborn supports:

  • Themes of identity and belonging

  • Coping with loss and change

  • Independence versus overprotection

  • Discovering strengths that don’t fit expectations

Readers who enjoy character-driven fantasy will appreciate the depth and complexity of this story.

The Not-So-Good (From a School Librarian Lens)

This is a dark and emotionally intense read, and the pacing is deliberate. Some students may find the tone heavy, particularly early in the book as the story explores grief, fear, and control.

It’s also worth noting that the book includes one mild instance of language (“damn”). While this is unlikely to be an issue for most older readers, it’s something I always note from a school librarian perspective.

Because of these elements, this title is best matched thoughtfully to readers who are ready for complex emotions and sustained tension.

Classroom & Curriculum Connections

While primarily a recreational read, Dragonborn offers strong discussion opportunities for older students:

ELA

  • Character development and internal conflict

  • Theme analysis (identity, power, belonging)

  • How fantasy reflects real-world emotions

SEL

  • Navigating grief and loss

  • Managing control and independence

  • Recognizing strengths that look different

This book would work well in fantasy literature circles or as an option for advanced or avid readers.

Overall

Dragonborn is a moody, atmospheric fantasy that asks big questions about identity, power, and belonging. While it may not appeal to every reader, it offers a powerful experience for students who enjoy darker stories with emotional weight.

For school libraries serving upper-elementary and middle-school readers, this is a strong — if intense — addition to a fantasy collection.

Recommended Grade Levels

Grades 5–8
Best suited for mature readers who enjoy darker, character-driven fantasy.

Why Your Students Will Love It

Students who enjoy dragons, secret identities, and magical schools will be drawn in quickly. Alex’s struggle to belong — and her discovery that power doesn’t always look the way we expect — makes this a story that lingers long after the final page.

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What I Keep the Same All Year in the Library (Even When Everything Else Changes)

By late February, it’s easy to feel like everything needs adjusting.

Energy is low. Winter feels long. Students are still learning how to manage focus, motivation, and routines. It can be tempting to add something new — a new system, a new strategy, a new idea.

Over time, I’ve learned that what students need most during this part of the year isn’t more.

It’s consistency.

Why Consistency Matters More Than Perfection


Students don’t experience school in neat units.

They experience:

  • Schedule changes

  • Snow days

  • Interruptions

  • Emotional ups and downs

When too many things change at once, students spend more energy managing uncertainty than learning.

That’s why I’m intentional about what stays the same in the library — even when the year feels unsettled.

I Keep the Opening Routine the Same

No matter the season, students know how the library class begins.

That predictable start:

  • Lowers anxiety

  • Supports focus

  • Helps students transition

When students don’t have to wonder what’s happening first, they’re more ready to learn.

I Keep My Language Consistent

The phrases I use don’t change just because the calendar does.

Language like:

  • “This is a library moment.”

  • “Let’s reset our bodies.”

  • “Show me what listening looks like.”

becomes shared vocabulary over time. Students know what it means — and that familiarity supports self-regulation and executive functioning.

I Keep Expectations Clear (But Calm)

Expectations don’t disappear midyear — they just need reminders.

Instead of restating every rule, I revisit:

  • How we move

  • How we use our voices

  • How we care for materials

Consistency here creates safety, not strictness.

I Keep Reading Low-Pressure

Even when reading motivation dips, one thing stays the same:
Reading is allowed to be flexible.

Students can:

  • Abandon books

  • Revisit favorites

  • Browse without choosing

  • Read in short bursts

This helps protect reading identity — especially during long winter months.

I Keep Lessons Manageable

I don’t stretch lessons just because the schedule allows it.

Short, purposeful lessons:

  • respect attention limits

  • support focus stamina

  • prevent burnout

This consistency helps students know what’s expected and helps me manage energy too.

I Keep the Library a Calm Place

Above all, I work to keep the library a place where students can:

  • Slow down

  • Feel safe

  • Practice focus

  • Build independence

That doesn’t happen by accident — it happens through intentional choices made again and again.

A February Reflection

If this time of year feels heavy, that’s normal.

You don’t need to reinvent your library in February.
You don’t need a brand-new system.

Often, the most powerful move is to hold steady.

Closing the February Series

This post wraps up my February series focused on sustaining focus, motivation, and calm learning routines through the winter months.

This month we explored:

  • Resetting expectations without starting over

  • Helping students fall back in love with reading

  • Supporting executive functioning in the library

As we move toward spring, these same steady routines continue to matter.

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Oh Dear!: A Playful, Interactive Read-Aloud for Sequencing, Rhyme, and Story Comparison

 Some books are especially powerful because they slow students down and invite them to think about what comes next. Oh Dear!, Look What I Got from the creators of the beloved We’re Going on a Bear Hunt, is one of those deceptively simple books that works beautifully as a teaching tool — particularly for sequencing, rhyme, and prediction.



At first glance, this is a lighthearted, interactive story perfect for young readers. But when used intentionally, it becomes an excellent way to help students practice following events in order, noticing rhyming patterns, and anticipating what might happen next.

In the story, readers move through a series of familiar settings, each one building on the last. With every page turn, students are encouraged to pause, listen closely, and join in — making the reading experience active rather than passive.

The Good

This book shines as a sequencing and rhyme-based read-aloud. Its predictable structure makes it easy for students to recognize patterns and understand that stories follow a clear order.

Teachers and librarians can naturally pause to ask:

  • What just happened?

  • What do you think comes next?

  • What words sound the same?

These moments support both phonological awareness and early narrative skills.

In addition, Oh Dear! supports:

  • Rhyming and sound recognition

  • Oral language development

  • Listening comprehension

  • Prediction and recall

  • Understanding beginning, middle, and end

Students who already love We’re Going on a Bear Hunt will feel immediately comfortable with the familiar style and rhythm.

The Not-So-Good (From a School Librarian Lens)

This book is intentionally simple and doesn’t offer a deep or complex plot. It’s not meant for extended written responses or long discussions.

However, that simplicity is what makes it such an effective early literacy tool, especially for students who are just learning to recognize rhyme, repetition, and story structure.

Classroom & Library Connections

Oh Dear! works especially well when paired with hands-on and interactive activities:

  • Stop before page turns and ask, “What comes next?”

  • Have students listen for and repeat rhyming words

  • Retell the story using sequencing cards

  • Act out the story using movement and sound effects

Because of its repetitive structure and strong rhythm, this book is also perfect for:

  • Felt board stories

  • Magnet board storytelling

  • Interactive storytime centers

Compare & Contrast: An Author Study Opportunity

This book is an excellent companion to We’re Going on a Bear Hunt, making it a strong choice for a compare-and-contrast lesson or author study.

Students can explore:

  • How both stories use repetition and rhythm

  • Similarities in structure and pacing

  • Differences in setting, characters, and tone

  • How illustrations support the text in each book

Because We’re Going on a Bear Hunt is also a staple in children’s music and movement, students may already know it as a chant or song. That familiarity helps them quickly recognize patterns and apply those same ideas when reading Oh Dear!.

About the Author (Author Study Appeal)

Michael Rosen, the author of Oh Dear! and We’re Going on a Bear Hunt, is one of the most influential children’s authors in the UK and served as the UK Children’s Laureate. He is especially known for writing books that are meant to be read aloud, chanted, and performed, not just read silently.

This performance-based approach is one reason his books work so well in classrooms, music lessons, and storytime settings — and why they lend themselves so easily to movement, song, and interactive storytelling.

Extension Idea: Create Your Own “Oh Dear!” Story

Because the structure is so clear, this book makes a fantastic mentor text.

As a class, students can:

  • Brainstorm new settings or animals

  • Work together to create simple rhyming lines

  • Illustrate each page

  • Turn the final product into a class book, felt board story, or magnet story

This activity reinforces sequencing, rhyme, collaboration, and creative confidence.

Overall

Oh Dear! is a simple but highly effective read-aloud that supports multiple early literacy skills at once. Beneath its playful surface, it offers rich opportunities to teach sequencing, rhyme, prediction, and story comparison.

For teachers and librarians looking for a joyful, interactive book that invites participation and creativity — and pairs well with a classic favorite — this is an excellent addition to the collection.

Recommended Grade Levels

PreK–1
(Especially effective for whole-group read-alouds, storytime, and early literacy instruction.)

Why Your Students Will Love It

Students love joining in, hearing the rhymes, predicting what comes next, and recognizing patterns they already know from We’re Going on a Bear Hunt. Many will be eager to act it out, sing it, or create their own version — turning reading into a shared, joyful experience

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