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.

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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.

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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.

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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”

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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.

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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.

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Recommended Grade Levels

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

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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.

“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.

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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.

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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.

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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.

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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.

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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.

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Recommended Grade Levels

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

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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.

We Walked Slow: A Mindful Picture Book About Noticing, Focus, and Balance

 Some picture books gently remind us that slowing down isn’t a weakness — it’s a skill. We Walked Slow (2025) is one of those quiet, meaningful stories that invites readers to pause, breathe, and notice the world around them.

The story follows a grandfather and grandson who take a slow walk together. Instead of rushing, they move intentionally. As they walk, the child begins to notice things he hadn’t before — small details in nature, sounds, movements, and moments that only reveal themselves when we slow down.

Rather than telling readers how to be mindful, the book shows it. The simple act of walking slowly becomes a powerful model for presence, attention, and connection.

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The Good

This book is an excellent SEL and executive functioning read-aloud, especially for teaching mindfulness, attention, and self-regulation.

Many students are used to fast transitions, constant stimulation, and screen-based entertainment. This story offers a counterbalance — showing how focus and awareness increase when we slow down and engage with our surroundings.

From a classroom perspective, We Walked Slow supports:

• Mindfulness and self-awareness

• Attention and focus

• Emotional regulation

• Observation and curiosity

• Building connections with others

The illustrations encourage readers to linger, reinforcing the idea that noticing takes time.

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

This is a quiet, reflective book, which means it may not immediately hook students who prefer fast-paced stories.

That said, when shared intentionally — especially during SEL time, morning meetings, or calm-down routines — it becomes a powerful teaching tool.

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Media Balance & Executive Functioning Connections

We Walked Slow pairs naturally with conversations about digital balance and focus.

The book opens the door to questions like:

• What do we notice when we step away from screens?

• How does our brain feel when things are quiet?

• Why is it sometimes hard to slow down?

Teachers can use the story to explain that taking breaks — especially outdoors — helps our brains reset, making it easier to focus, listen, and learn.

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Mindful Moment: Slow Walk & Noticing

Use this short mindful moment after reading.

1. Invite students to sit comfortably or stand quietly.

2. Ask them to take one slow breath in and one slow breath out.

3. Guide them through a brief walk (real or imagined):

   • “Notice one sound you can hear.”

   • “Notice one color you see.”

   • “Notice how your body feels when you slow down.”

4. End by asking students to gently open their eyes and share one thing they noticed.

This mindful moment helps students practice attention control, self-regulation, and present-moment awareness.

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Quick Discussion Questions

• What did the grandson notice when he walked slowly?

• Why do you think slowing down helped him notice more?

• How did the walk make the characters feel?

Media Balance

• What do we usually notice when we’re on a screen?

• What do we notice when we take a break outside?

• How can taking breaks help our brains focus better?

Reflection

• What is one small thing you noticed today that you might have missed before?

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Classroom & Library Extensions

• Take a short slow walk outside and notice sounds, colors, and movement

• Encourage nature journaling through drawing or writing

• Create a “Things We Notice When We Slow Down” class chart

• Use this book as part of a digital balance or executive functioning lesson

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Overall

We Walked Slow is a gentle, thoughtful picture book that supports mindfulness, focus, and balance in a world that often feels rushed.

For educators looking to help students strengthen attention skills, reduce overstimulation, and reconnect with their environment, this book is a meaningful and timely choice.

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Recommended Grade Levels

PreK–2
(Also effective for older elementary students during SEL or mindfulness lessons.)

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Why Your Students Will Love It

Students will enjoy noticing small details alongside the characters and may begin to see their own world differently. The calm pacing and warm relationship make this a comforting story students will want to revisit during quieter moments of the day.

Maddie’s Fridge: How Books Build Empathy, Awareness, and Action

 

One of the greatest powers of books is their ability to help students understand experiences beyond their own. Stories give children language for feelings, context for complex issues, and a safe way to explore realities they may not yet fully understand.

Maddie’s Fridge by Lois Brandt is a powerful example of this. Through a simple story about friendship, the book gently introduces students to the reality of food insecurity and invites meaningful conversations about empathy, responsibility, and community support.

This book also aligns beautifully with the United Nations Sustainable Development Goals, particularly SDG #2: Zero Hunger and SDG #10: Reduced Inequalities, making it a strong choice for classrooms looking to connect literacy with global citizenship.

The story is told through the eyes of Sofia, a child who begins to notice something troubling: her friend Maddie’s fridge is always empty. As Sofia struggles with what she has seen and what she should do, the book carefully explores the tension between wanting to help and respecting a friend’s wishes — all while centering compassion over judgment.

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The Good

This book handles a sensitive topic with care, honesty, and respect. It acknowledges that food insecurity exists — sometimes within our own communities — without placing blame or shame on families.

Because the story is told from a child’s perspective, students can easily connect to Sofia’s confusion, concern, and growing understanding. This makes it especially effective for SEL instruction, helping students practice empathy and problem-solving in a developmentally appropriate way.

From a curriculum standpoint, Maddie’s Fridge works well for:

• SEL lessons on empathy, kindness, and responsibility

• Social studies discussions about community needs

• Global citizenship and SDG-aligned learning

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

Because the book addresses food insecurity, the topic may feel personal or emotional for some students. It’s important to approach the story thoughtfully and create a safe, supportive environment for discussion.

That said, the author handles the subject in an age-appropriate way, and with guidance, this book becomes a powerful opportunity for understanding rather than discomfort.

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Discussion Guide: Talking About Empathy and Helping Others

Use these questions to guide thoughtful, student-centered conversations. Consider reminding students that families are different and that needing help is never something to be ashamed of.

Before Reading

• Look at the cover. What do you notice about the characters?

• What do you think the title Maddie’s Fridge might mean?

• What do you think a fridge is usually used for?

During Reading

• How does Sofia feel when she notices Maddie’s fridge is empty?

• Why do you think Maddie asks Sofia not to tell anyone?

• What choices does Sofia have? What might be hard about each one?

After Reading

• Why do you think the author chose to tell this story from Sofia’s point of view?

• How do the grown-ups help in the story? Why is that important?

• What does this book teach us about friendship?

SEL-Focused Questions

• How can we tell when someone might need help?

• What are respectful ways to help someone without embarrassing them?

• Why is empathy important when we don’t know someone else’s full story?

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From Understanding to Action: Classroom & School Ideas

One of the most powerful things about this book is how naturally it leads students from awareness to action. After reading, many students want to help — and this book provides an excellent opportunity to show them how.

Here are meaningful, age-appropriate ways to respond:

• Start a food drive to support a local food pantry

• Create a classroom share table for unopened snacks

• Invite a community helper to explain how food pantries work

• Discuss how helping should always be respectful and kind, not embarrassing

These actions reinforce the idea that even small efforts can make a real difference.

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Family & Community Resources

This book can also be a gentle entry point for sharing support resources in a respectful, non-assumptive way. Schools may choose to quietly include information such as:

• Local food pantry locations

• School meal programs

• Community assistance organizations

Providing this information helps ensure families know support is available if needed.

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Overall

Maddie’s Fridge is a quiet but deeply impactful book. It reminds us that stories don’t just teach — they build empathy, foster understanding, and inspire action.

For educators looking to connect literacy with SEL, global citizenship, and real-world impact, this book is a meaningful and powerful choice.

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Recommended Grade Levels

Grades K–3
(With thoughtful discussion, it can also be effective in upper elementary classrooms.)

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Why Your Students Will Love It

Students will connect to the friendship at the heart of the story. They’ll recognize Sofia’s concern, feel her uncertainty, and often leave the conversation wanting to help someone else — a powerful reminder that books can change how we see the world.

Ursula Upside Down: A Picture Book About Perspective, Confidence, and Being Yourself

 Because my school’s only vendor is Scholastic, I sometimes miss out on quieter picture books that don’t come with big buzz. Every once in a while, though, a title stands out immediately — and Ursula Upside Down by Corey R. Tabor was one of those books I’m especially glad I didn’t miss.

At first glance, it feels like a simple, charming picture book. But as I read, it quickly revealed itself as a thoughtful story with big ideas — one that works beautifully for classrooms, libraries, and SEL lessons.

The story follows Ursula, a catfish who lives her life happily in what she believes is a perfectly normal world. She swims, eats, and goes about her day without question. There’s just one thing readers notice right away: Ursula’s world is upside down.

Everything feels right to Ursula… until one day, another fish points out that she’s upside down. Suddenly, something that never bothered her before becomes impossible to ignore. Ursula begins questioning herself, her world, and whether something is “wrong” with her.

Just as doubt starts to creep in, Ursula meets a friendly bat — who, of course, also lives upside down. Through this unexpected friendship, Ursula begins to see things differently and realizes that being upside down isn’t a flaw at all. It’s simply who she is.

The Good

This book is a fantastic SEL read-aloud with a clear but gentle message about self-acceptance, confidence, and perspective. The text is accessible and engaging, and the illustrations perfectly reinforce the idea that there’s more than one way to see the world.

It’s the kind of book that naturally invites discussion. Students want to talk about how Ursula feels, why her confidence wavers, and how perspective can change understanding.

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

There’s very little to flag here. Some students may strongly relate to Ursula’s moment of self-doubt, so it’s helpful to pause and talk through those feelings as a class. That emotional moment, however, is exactly what makes this book such an effective teaching tool.
One small thing to note is that the book occasionally requires readers to turn the book around to follow Ursula’s perspective, which may momentarily confuse some younger readers. That said, this is easily explained during a read-aloud and can actually become part of the conversation about perspective — reinforcing the book’s central message in a very literal way.

About the Author

Corey R. Tabor is well known for creating thoughtful picture books that blend humor, heart, and big ideas. Many teachers and librarians will recognize his Caldecott Honor–winning book Mel Fell, as well as other beloved titles like Snail Crossing and Simon and the Better Bone.

In Ursula Upside Down, Tabor once again demonstrates his talent for taking a simple concept — in this case, being upside down — and turning it into a meaningful story about identity, confidence, and perspective.

Classroom Extension Ideas

This book is incredibly easy to extend beyond an SEL lesson and into science instruction, making it a great cross-curricular choice.

• Introduce students to the real upside-down catfish that lives in the Congo River

• Discuss why this adaptation is helpful for survival

• Compare Ursula to other animals with unique adaptations (bats, owls, chameleons, etc.)

• Ask students: How does being different help animals survive?

These conversations help students see that being “different” often serves a purpose — both in nature and in ourselves.

Overall

Ursula Upside Down is a thoughtful, engaging picture book that reflects everything Corey R. Tabor does best. Like Mel Fell, it uses perspective in a clever way to explore deeper ideas, and it’s no surprise given his award-winning track record.

This is a book I would confidently recommend for classrooms, libraries, and SEL collections — one that sparks meaningful discussion while still feeling light, accessible, and kid-friendly.

Recommended Grade Levels

PreK–2
(With strong discussion potential for older elementary students as well.)

Why Your Students Will Love It

Students will connect immediately to Ursula’s curiosity and confusion. The upside-down world feels playful and surprising, and the friendship with the bat adds warmth and reassurance. Most importantly, kids walk away with a powerful message: there’s nothing wrong with being yourself — even if your world looks a little different from everyone else’s.