"I Am One" by Susan Verde (K-2)

Quality Rating: 4.5 of 5

"beautiful things start with just one." -Susan Verde

Overview:

It can be easy for children to feel overshadowed. Older people or louder voices can often make children feel small. I remember this from my own childhood. The youngest of three, and quite soft-spoken, it seemed that my role was always to follow, never to lead. But children have the power to make a real impact— to determine the course of their own lives, to influence their peers, to bring joy and insight to their families, and to contribute to the vibrance and prosperity of their communities.

This is the message that Susan Verde shares with children in "I Am One: A Book of Action." The story follows one child as she sets out on a journey to make a difference in the world, one small step at a time. The simple text combined with heart-warming illustrations demonstrate how even a seemingly small effort to make a change has the power to "start a chain reaction" or "inspire a movement"(Verde 21).

Four Reasons to Choose This Text

"I Am One: A Book of Action"

Introduces Younger Students to Academic Vocabulary.

The story, though quite short and digestible for younger learners, stretches students' vocabulary with terms such as "masterpiece," "tender," and "melody." At the same time the text

Is Accessible to English Language Learners.

Peter Reynolds' illustrations on each page provide visual clues that help English Language Learners (and all learners) develop the capacity to infer the meaning of new vocabulary words. Take the image below:

The word "tender" may likely be new to many students, especially those in the earlier grades and those from linguistically diverse backgrounds. The teacher could have students closely examine the two characters hugging each other. What does it look like the kid with the blue hair is feeling? How do you think these characters feel about each other? How is the girl with the yellow shirt hugging him? Is it a soft hug? A loving one? By having students explore the image closely, they can infer the meaning of the word "tender."

Each illustration not only promotes inclusion by contextualizing vocabulary, but also

Promotes Inclusion By Representing Diversity.

As shown in the illustration above, the main character is a person of color. Though the story does not explicitly identify her racial background or focus on issues pertaining to race or ethnicity, it provides students of color the opportunity to see themselves in a character who represents strength, compassion, and leadership. In addition, other illustrations throughout the story depict children with a wide array of skin tones, hairstyles, and cultural attire. This sends a subtle but powerful message that children of all races have a part to play in creating a better world, and can work together in unity towards this aim.

Finally, the story

Sows Seeds for Service Learning

The message that children from all backgrounds can create a better world can be further reinforced by creating a service-learning lesson centered on the text. Students could plan a project based on a specific line from the book (e.g. that it takes"one seed to start a garden"(Verde 3)) or could think of other small actions they could take together to make a difference. A service project could naturally intertwine with class subjects and content standards.

A few simple examples:

• Planting a small garden or initiating a recycling campaign (science)

• Hosting a clothing drive (math (counting the number of hats, shirts, etc. collected ))

• Writing letters (or drawing pictures) for their family members (English)

Readers, perhaps you all have more ideas of ways to combine service with core class subjects. If so, share them in the comments!

If I haven't convinced you to read it yet...

Here is a youtube read-aloud of the story for you to experience its charm firsthand.

Happy reading!