Blog Tour (Guest Post & Extract): The Girl Who Lost Her Shadow – Emily Ilett

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Rating: ⭐⭐⭐⭐

Title: The Girl Who Lost Her Shadow
Author: Emily Ilett (@EmilyrIlett)
Publisher: Kelpies/Floris Books (@DiscoverKelpies) (@FlorisBooks)
Page count: 224
Date of publication: 26th September 2019
Series status: N/A
ISBN: 978-1782506072

Perfect for Year 6 and Year 7.

#3Words3Emojis:
1. Shadows 👥
2. Adventures 🏃‍♀️
3. Sisters 👭


Gail used to be close to her big sister. But lately Kay has changed: she’s sad and quiet, and Gail has no idea how to help.

But when Kay’s shadow slips away as well, Gail knows she must bring the shadows back.

Gathering her courage, Gail chases the shadows through caves and forests, discovering maps, a pearl and an unexpected new friend who can speak to birds.

Can she find what the shadows are seeking?


“Gail and Kay used to swim every week, but everything had changed after their dad left. Now, Kay never left her room if she could help it. She hardly ate, and if she looked at Gail, it was like she was looking all the way through her, as if she was invisible.”

When Gail’s older sister, Kay, becomes depressed, Gail doesn’t understand what is happening. The two sisters used to do everything together – they dreamed of being marine biologists and swam in the sea whenever they could. So when Kay becomes tired, sad and distant and won’t swim with Gail anymore, Gail feels abandoned and is furious with her sister.

The Girl Who Lost Her Shadow follows Gail as she chases across the island after her sister’s shadow, certain that if she finds it and brings it home, everything will go back to how it was before. On her journey, Gail befriends a young girl called Mhirran.

“A strange girl with orange hair tapping Morse code deep inside a tunnel like the whole island might be listening.”

Mhirran speaks Dolphin and talks to the stalagmites in Morse code. She can mimic bird calls and wave her arms in semaphore. She talks about whistling languages and how spiders can communicate through their webs, like playing guitar strings. She talks about the ways elephants can feel the warning call of other elephants through the ground and how whales speak to each other through miles and miles of cold water.

At first, Gail dismisses Mhirran’s constant chatter. She says that Mhirran talks all the time but never says anything real. But when Gail hears Mhirran’s own story, she realises that Mhirran is also trying to reach out across a difficult silence in her life. And as she begins to listen more closely to her friend, Gail draws strength from learning how different creatures communicate.

This is a story about the impact of Kay’s depression on Gail, and how she finds the courage to be there for her sister, just as Kay has looked out for her, so many times before. I hope this story will help young people and families talk about depression and mental health, and the different ways we can continue to reach out to each other through difficult and painful experiences. Gail learns to ask for help and take the help that is given, and I hope this book, through a tale of magic and adventure, supports young people to ask for, and give help, themselves.


Emily Ilett, author of The Girl Who Lost Her Shadow

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“Kay said too many people try to do things by themselves – she couldn’t understand it. It’s a brave thing to ask for help, she said. The bravest thing.”


In this extract, Gail is trapped inside a tree’s shadow and she is looking at a photograph of Kay in the hope that it will give her the strength to escape the shadow.

“Gail ran a forefinger down the photo, following the curve of Kay’s cheek. Kay had always been the strong one, not her. She remembered the time when she’d broken her arm and Kay had drawn twenty-three octopi on her cast so that she had all the arms she needed, and when Kay had spent hours explaining the tides because Gail was afraid of not knowing when the ocean would shift or shrink. She remembered when her sister had taken the blame the day Gail had turned their mum’s umbrella into a jellyfish with pink tissue paper and superglue, and when she’d squeezed Gail’s hand and distracted her with stories of marine biologist Asha de Vos while Gail had her first terrifying injection.

And she remembered one day after Kay had started sinking, when she had turned to Gail in the sticky silence, and said softly, “Do you remember the time we went swimming last October? We stayed in for ages and when we came out our lips and fingers were blue. You squeezed my hand and I couldn’t feel anything at all.” Gail had nodded and Kay stared at her own hand, flexing her fingers. “I feel like that now, Gail. Everything is numb. It’s like I’ve been swimming for hours. But I don’t know how to get out. I can’t get out.”

Gail had stiffened at Kay’s words then. Kay was the strong one. She needed Kay to be the strong one. And so she had tightened her mouth and tapped at the window and shrugged and said nothing at all.

Twigs broke behind her. They crunched in a creature-like way. Gail held her breath; she slipped the photo back in her bag and tried once more to wrestle her feet from the tree’s shadow. It was beginning to convince her that there were leaves growing from her nostrils and in between her teeth: Gail had to touch her face to check that there weren’t. She tugged her hair behind her ears, and shifted her rucksack higher on her back.

Leaves crackled to her right, followed by the scuttling of insects disturbed.

“Hello?” Gail whispered. “Who’s there?”

For the first time, she wondered why the deer had been running so fast. Perhaps something had spooked them in the forest…

Gail shrank her head into her jumper. She had to get out of the tree’s shadow. Who am I?Remember who I am. But all she could see was Mhirran’s pale face, and Kay, flexing her fingers sadly on her bed.

Caww. A crow burst upwards, startled into flight: something was moving in the forest. Gail froze. She could smell animal: damp fur and hunger. Every part of her body tensed. She squeezed her eyes shut, frantically racing through all the defences she knew: the octopus’s spray of ink, the eel’s organ regurgitation, the slime of the hagfish. She thought of the leafy seadragon’s camouflage and the jellyfish’s sting. And then she thought of Kay and the way she stared everybody down without any other kind of weapon at all. So Gail opened her eyes.

The eyes staring back at her were full of wilderness. Of hunts and hiding. Of exile and territory. They were full of night secrets and independence. They were coral-proud and luminous. They shone.”


Big thanks to Emily, James and all the team at Kelpies/Floris for inviting me to be a part of the wonderful The Girl Who Lost Her Shadow blog tour and for sending me an advance copy of the book

Extra big thanks to Emily for her guest post and to Kelpies/Floris for inviting me to share this wonderful extract above.

Mr E


Blog Tour (Review, Guest Post & Giveaway!): The Boy With the Butterfly Mind – Victoria Williamson

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‘Truly sensational. Told through two voices and suffused with real heart; empathy and emotionally-invested storytelling at its best that has so much to teach today’s children. My heart genuinely aches. A must, must, must read.’

Rating: ⭐⭐⭐⭐⭐

Title: The Boy with the Butterfly Mind
Author: Victoria Williamson (@strangelymagic)
Illustrator:
Floris Books (@FlorisBooks)
Publisher: Kelpies (@DiscoverKelpies)
Page count: 264
Date of publication: 12th September 2019
Series status: N/A
ISBN: 978-1782506003

Perfect for Year 5, Year 6 & Year 7.

#3Words3Emojis:
1. Heart 💖
2. Family 👨‍👩‍👧‍👦
3. Butterflies 🦋


It doesn’t matter what I try.
There’s no cure for being me.

Jamie Lee wants to be normal. But his ADHD makes him feel like his brain is full of butterflies.

Elin Watts wants to be perfect. If she can be, surely her dad will come home.

When Jamie and Elin’s families join, chaos and order collide. But perhaps they have something in common. Maybe there’s no such thing as normal, or perfect. Maybe being yourself is more than enough.


Review:

Told through a two-voice dual perspective that’s soon becoming Victoria’s inimitable style of storytelling, The Boy with the Butterfly Mind tells the stories of Jamie and Elin, who unbeknownst to each other at the start of the book, become part of the same blended family.

The difference between the two protagonists is immediately noticeable. As the character of Jamie is introduced to us through his struggles with his work at school, we see on the flip side that Elin is thriving academically. However they actually have more in common than first appears. Yes, they’re both eleven years old but actually they’re both finding it hard to ‘fit in’ and it soon becomes clear that socially they stand out amongst their classmates.

Reading on, the two’s home dynamics are shared with the reader and it is clear that both of these characters are experiencing very complex and fractured family breakdowns. With Jamie, he soon becomes a spare part as his mother wishes to move to the United States with her new partner who isn’t that tolerant of Jamie’s ADHD, forcing him to move in with his father who’s living with his own family. Whilst Elin is a pure perfectionist who distracts herself from her father walking out of the family home by whiling away her time in fairyland writing fictional stories based on the real-life characters around her, believing that if she is perfect enough her dad will soon step back into her life.

Through this chain of events, Jamie and Elin find themselves all living under the same roof, though Elin assures herself that it won’t be for very long as when Jamie comes to stay, his behaviour and the changes in her life soon sends her up the wall. Will she feel that she can continue to live with him? What will change her attitude towards him? Can they live harmoniously?

Victoria yet again gets in to not only the heads but also the hearts of her characters and this story will surely permeate in to not only the heads but also the hearts of its readers. This is a story of self-discovery, suffused with real heart and bursting with empathy, with so much to teach today’s children.

It takes an author with immense compassion, with perception and with to not just recognise the complexities, intricacies and eccentricities that are weaved into this story but to also write them with a nuance that shows that when it comes to emotionally-invested storytelling, Victoria really is in a class of her very own.

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A Summer Adventure on The Book Bus

When you think of a mobile library, what’s the first image that comes to mind? If you’re anything like me, then it won’t be any of these:

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But volunteering with The Book Bus in Zambia, elephants by the side of the road, tame zebras, cheeky monkeys and crocodiles in the rivers are part and parcel of the reading assistant’s everyday experience.

This summer I spent four weeks working on Book Bus Charlie in Livingstone, visiting local communities and helping run story and craft activities in the primary schools and libraries which the reading charity has partnered with. It was a unique experience, but the project is something that anyone with a passion for books, children’s literacy and international development can get involved with, either through volunteering, or donating to keep the buses on the road and the bookshelves full.

The Book Bus charity was founded in 2008 by publisher Tom Mascheler, and initially began work with schools in Zambia, before opening further reading schemes in Malawi and Ecuador in 2010. Each Book Bus programme is run by local teams all year round, who work alongside teachers to provide literacy support and literary schemes to improve the children’s overall education standards. The teams also run regular reading sessions at community and public libraries, with the staff in Ecuador running an after-school programme of remedial reading sessions for children struggling in the classroom. Over the summer, international volunteers are invited to join the Zambia project for between two and four weeks, planning and running story sessions, reading activities, and crafts in the primary schools and libraries around Livingstone.

That’s the background, but what’s the actual experience of being a volunteer like?

Well, the day starts early on Monday-Fridays, with breakfast from 7am depending on how far away the school to be visited that week is. Planning for the morning’s activities has already been done in pairs or small groups the afternoon of the day before, so after a quick check to make sure you have all the books, colouring pencils, crayons, scissors and craft materials you need, Charlie sets off from the Lodge.

It’s hot during the dry season, so don’t forget your hat, sandals and sun screen!

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The roads to the schools around Livingstone can be narrow and often lack tarmac, so Book Bus Charlie’s driver, Edward, has to take it easy on the tyres over potholes and slow down as branches brush past the windows, making sure the bus and its occupants all get to the schools in one piece! This gives the volunteers plenty of time for sight-seeing along the way, and elephants and zebras are often spotted along the road through the national park.

Reaching the school, the team sings songs with the children in a big group, often learning local songs and dances in return, before splitting into smaller groups in classrooms and on mats outside. For the next few hours the Book Bus staff and volunteers, often assisted by the school’s teachers, read a story book with the children, followed by songs, activities and crafts based around a chosen theme.

This year’s theme was, very appropriately, ‘Animal Planet’, and all of the books and activities chosen were based around animal stories. At the start of the week, a group working with the older children might look at a book such as Usborne’s Big Book of Animals, helping children read information about the animals, locate where those animals live on a map, and draw pictures of animals they’ve learned about  for hanging on the classroom wall or for taking home.

Later in a week, once the team has had a chance to gauge the children’s reading levels and English vocabulary, they might choose sets of story books that the children will be able to read along with. One that worked very well this year was The Tortoise’s Gift: A Story from Zambia by Lari Don and Melanie Williamson. The children enjoyed making lion masks, monkey finger puppets and a giant tortoise to act out the story at the end of the week.

After packing the books, mats and craft materials back onto Charlie, the team sings some final songs with the children before heading back to the Lodge for lunch and planning for the next day’s activities. Tuesday and Thursday afternoons are spent in one of the local community libraries, reading one-to-one with children and helping them develop their literacy skills and English vocabularies. This is particularly important as English is the official language of Zambia, however there are a total of 73 languages spoken in the country, and children are taught in their local language in Grades 1-3 in school, and are taught in English from Grade 4, which can be confusing in terms of learning to read a new set of phonics to go with all of the new English words.

On returning to the Lodge, volunteers have the chance to wash away the dry season dust, have dinner, continue planning, or have some time to relax. This year some of the evening activities involved card games, roasting marshmallows over a brazier (while trying to stop them being eaten by the tame Lodge zebras!) and singing campfire songs with the group of Girl Guides who joined the project for several weeks. One of the highlights of working with The Book Bus is being part of a team of enthusiastic volunteers who have come together to share their time and effort for a common purpose. As one former volunteer on Book Bus George said: ‘Because of the length of time the project has been running, and the impact it has had, everyone recognises George (not to mention the yellow shirts!), and you immediately become part of the community, rather than just another tourist. Children wave as the bus goes past, shouts of “Book Bus!” accompany any journey by George on the road, and the children suddenly appear at school once George is parked.’

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Does it sound like a project you’d like to get involved with? Find out more about The Book Bus, volunteering and donating here: https://thebookbus.org/


Giveaway!

To celebrate the publication of The Boy with the Butterfly Mind, Victoria has  kindly given me this butterfly BUNDLE to give away!

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If you’d like to be in with a chance of winning this beautifully emotional story, simply retweet (RT) this tweet!


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Be sure to check out the rest of the The Boy with the Butterfly Mind blog tour for more exclusive guest posts from Victoria & content & reviews from these brilliant book bloggers!

Blog Tour: (3 in 1: Review: The Fox Girl and the White Gazelle – Victoria Williamson (Illustrated by Floris Books); Guest Post: Mirrors & Doors: Diversity in children’s literature – Victoria Williamson & Giveaway!)

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‘A truly transformational read. Intensely powerful and immensely poignant at the same time… such a groundbreaking, essential and accomplished debut that not only changes perceptions but also has the power to alter attitudes. With this one, Victoria has most certainly made herself a writer to watch.’ 

Rating: ⭐ ⭐ ⭐ ⭐ ⭐

Title: The Fox Girl and the White Gazelle
Author: Victoria Williamson (@StrangelyMagical)
Illustrator (Cover):  @FlorisBooks
Publisher: Kelpies (@DiscoverKelpies)
Page count: 272
Date of publication: 19th April 2018
Series status: N/A
ISBN: 978-1782504900

Perfect for Year 5, Year 6 & Year 7.

#3Words3Emojis:
1. Friendship 👭
2. Courage 💪
3. Empathy ☺️


She is the Fox Girl.
I am the White Gazelle.
Together we can outrun anything.

Reema feels completely lost. She’ll never call this strange country, with its grey skies and boring food, home. Syria is her home and it’s a million miles away.

Caylin feels completely alone. She’s looking after he useless mum, stealing from other kids so she can eat. She can’t tell anyone, they’ll only let her down.

The refugee and the bully – Reema and Caylu – can’t imagine being friends, until a shared secret brings them together.


The first line(s):

Growls in the dark: the monsters are coming /
The home time bell’s so loud it hurts my head.


Review:

Switching between the chapter-changing perspectives of the two main characters, Caylin (who’s used to the streets of Drumhill) and Reema (who’s more used to the streets of war-torn Aleppo), this is a truly transformational read.

There’s not much that these girls can seem to be smiling about as their home lives are somewhat rocky with a mix of domestic depression, alcoholism and wondering where the next meal is coming from for Caylin and culture shock, a language barrier and a complete fear of the unknown for Reema.

However their lives change forever when they both discover a family of foxes. Though it’s this shared secret that initially brings them together to form an unexpected friendship that sometimes boils over yet blossoms, they end up sharing far more than even they could begin to imagine…

With two main characters that are polar opposites of each other: one seemingly damaged by the aftermath of war, the other damaged by circumstance; we see them mature and develop throughout the course of the book. This stunning story gives a voice to characters who, in the world we live in today, so often don’t have a voice and it is in their own words and Victoria’s own experiences working with young asylum seekers that she captures both characters’ voices so clearly and convincingly that they really come to life on the pages before your very eyes.

Bringing the most unlikeliest of friends together, especially this pair, is a difficult thing to do. Yet, Victoria really intertwines these two characters’ lives so pertinently that their storylines fit together in a way that seems that they were always destined to meet each other and bring out the best in each other.

Shortlisted for the Book Awards, this is such a groundbreaking, essential and accomplished debut that not only can change perceptions but also has the power to alter attitudes. It is intensely powerful and immensely poignant at the same time; hitting hard when it needs to whilst tenderly tugging at those heartstrings of yours too.

Overall, it’s a wonderfully well-voiced story from both sides as it’s a touching yet timely reminder of the world in which we live in and how with thought, feeling, compassion and togetherness, we can all live a better life as Jo Cox said, ‘we have far more in common than that which divides us‘.

A book to be proud of writing for Victoria and a book to be proud of reading for all of us. With this one, Victoria has most certainly made herself a writer to watch.

Books can change lives and this just might be one of those books.

One of my favourites of the year so far.

‘A truly transformational read. Intensely powerful and immensely poignant at the same time… such a groundbreaking, essential and accomplished debut that not only changes perceptions but also has the power to alter attitudes. With this one, Victoria has most certainly made herself a writer to watch.’ 

Big thanks to Victoria & Kelpies/Floris Books for sending me an advance copy of this wonderfully written book!

The Fox Girl and the White Gazelle is available to order now online or from any good bookshop.

Mr E
📚

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Mirrors and Doors

‘Books are sometimes windows, offering views of worlds that may be real or imagined, familiar or strange. These windows are also sliding glass doors, and readers have only to walk through in imagination to become part of whatever world has been created or recreated by the author. When lighting conditions are just right, however, a window can also be a mirror. Literature transforms human experience and reflects it back to us, and in that reflection we can see our own lives and experiences as part of the larger human experience. Reading, then, becomes a means of self-affirmation, and readers often seek their mirrors in books.’  Rudine Sims Bishop, Ohio State University, ‘Mirrors, Windows and Sliding Glass Doors’.

Most teachers know that books can act as magical doorway to other worlds. But how many of us stop to consider the importance of providing not just doors for children to explore, but mirrors to reflect their own life experiences?

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The first time I realised that not all stories were universal was when I was working as a VSO teacher in Cameroon. One of my duties was helping develop the small school library, stocked with donated books from the UK and the USA. During a reading lesson with a ten year old who was struggling with literacy, I picked out The Ugly Duckling as a story with fairly easy language. After twenty minutes’ hard slog, we hadn’t got past the first paragraph. We had to keep stopping so I could explain what a duckling was. Then a pond. Then a swan… We gave up and tried other stories, but with no more success. After months of encouraging children to borrow books from the library, only to see their initial enthusiasm give way to apathy, I finally discovered the problem. Those western reading books, despite their bright covers and illustrations, held no relevance for the children. Their stories of ice cream, snowmen, fireworks, and Santa Claus might as well have been written in a foreign language. They were not mirrors reflecting the children’s own experiences of growing up in a small West African village with limited access to electricity and an unreliable water supply, and they couldn’t act as doors to new worlds either, as the children lacked the information keys to unlock those worlds. It wasn’t until I sought out books written by West African writers which featured children growing up in villages like Nkambe, that the library really took off. Children flocked to borrow stories by Chinua Achebe, Mabel Segun and Kola Onadipe featuring characters just like themselves, and their reading abilities began to gradually improve.

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That was when I first began to understand the power of diverse books. Looking back I realised the stories I’d loved as a child had been dominated by white, middle class, able-bodied characters, which were not representative of the children from the many diverse backgrounds with various special needs that I was teaching as an adult. This had resulted in me recreating the ‘standard’ characters in my own writing, and the stories often fell short of their potential due to the restrictions I placed on them without even realising it.

Travelling, teaching, and reading more widely led me to experiment with a far greater variety of characters in my own novels. The characters in The Fox Girl and the White Gazelle are composed of many voices. Caylin, a troubled twelve-year-old struggling with her mother’s alcohol addiction in a Glasgow council estate, and Reema, a Syrian Muslim refugee whose world has been turned upside down by war, were inspired by some of the children I have taught over the years.

No one is saying we shouldn’t read the classic children’s books in schools – my own imaginative landscape would be infinitely poorer without the wonderful Enid Blyton, Narnia and Harry Potter books. But if the books in a classroom library act only as mirrors for one type of experience – often white, middle class, able-bodied and frequently male – then many children will not only find opaque glass where their mirrors should be, but the doors to new worlds locked and the keys missing.

As teachers we need to be aware that when selecting books to be read in our classrooms, we are choosing which children get to see reflections of themselves in heroic roles. We are also acting as the gatekeepers to exciting new worlds, and we need to ensure that some children are not denied access due to a lack of representation. Have a look right now at the books in your school library and the ones you plan to teach. Are there a wide range of experiences reflected in them? Do they invite all children to share the adventure? If they do then they’re not just books, but mirrors and doors for all of your children to explore literature together.

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Victoria Williamson is a primary school teacher with a Master’s degree in special needs education. She has worked as a science teacher and teacher trainer in Cameroon and Malawi, an English as a foreign language teacher in China, and as a special needs teacher in the UK.

Victoria has been writing fiction since she was a child, and now writes full time for Middle Grade and YA, with a particular focus on creating diverse characters reflecting the many cultural backgrounds and special needs she has encountered, both as a teacher and as a volunteer. Having worked with children in Africa, Asia and across the UK with additional support needs such as Autistic Spectrum Disorder, Down’s Syndrome, physical disabilities and behavioural problems, Victoria is passionate about creating inclusive worlds in her novels where all children can see a reflection of themselves in heroic roles.

Victoria’s experiences teaching young children in a school with many families seeking asylum inspired her debut novel, The Fox Girl and the White Gazelle, an uplifting tale of redemption and unlikely friendship between Glaswegian bully Caylin and Syrian refugee Reema. Twenty per cent of author royalties for ‘The Fox Girl and the White Gazelle’ are donated to the Scottish Refugee Council.

You can find Victoria on Twitter as @strangelymagic or on her website.


Giveaway!

Victoria has very kindly given me two copies of The Fox Girl and the White Gazelle complete with matching model toy (of fox or white gazelle!) to give away to two lucky winners!

If you’d like to be in with a chance of winning one of these copies of this superb book and complementing model toy, simply retweet (RT) this tweet!


Be sure to check out the other blog tour dates for The Fox Girl and the White Gazelle!

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Blog Tour: Review: Bear Child – Geoff Mead (Illustrated by Sanne Dufft) & Guest Post: The importance of sharing stories – Geoff Mead

‘A heartfelt bear hug of a book that emulates itself in being the perfect bedtime story.’

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Rating: ⭐ ⭐ ⭐ ⭐

Title: Bear Child
Author: Geoff Mead (@NarrativeLeader)
Illustrator (Cover): Sanne Dufft (@DufftSanne)
Publisher: Floris Books (@FlorisBooks)
Page count: 32
Date of publication: 22nd February 2018
Series status: N/A
ISBN: 978-1510102118

Perfect for Reception, Year 1, Year 2 & Year 3.

#3Words3Emojis:
1. Heartfelt 💗
2. Charming ☺️
3. Tender 🙂


‘Now that people live in towns
and bears live in the woods,
have you ever wondered
what happened to the bear folk?’

At bedtime Ursula asks Daddy to tell her the story of the bear folks special beings who can choose to be a bear or a person.

Bear folk are strong and clever, kind and caring.
They love to travel far and wide and eat apple pie.

They live among us, even if we don’t realise it.
Perhaps one day we’ll meet one.
Perhaps we already have…


The first line:

 “Tell me about the bear folk, Daddy,”
said Ursula.


Today I am delighted that Geoff Mead joins The Reader Teacher, as part of his blog tour, to celebrate the publication of his beautiful new début picture book Bear Child, which is illustrated by Sanne Dufft and published by Floris Books.

Review: Bear Child is a lovingly illustrated and delightfully written picture book, showing a true, mutually creative collaboration between author and illustrator. The story is a bedtime tale told by a father to his daughter. The story is so beautiful and the illustrations complement this by capturing the tenderness, timelessness and warmth of the story perfectly. Written as a gift to Geoff’s late wife Chris and paying tribute to her ‘lifelong love of bears’ (especially of the teddy variety) and her ‘fiercely independent spirit’, it’s a heartfelt bear hug of a book that emulates itself in being the perfect bedtime story.

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‘A heartfelt bear hug of a book that emulates itself in being the perfect bedtime story.’

Big thanks to Geoff for writing this fitting guest post and to CJ and Sarah at Floris Books for inviting me to take part in the #BearChild blog tour!

Mr E
📚

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Bear Child is available to order online or from any good bookshop.

So it is with great pleasure that I now welcome Geoff Mead who, in his guest post below, will be talking about storytelling in the classroom and the importance of sharing stories…


The importance of sharing stories

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The practical educational benefits of storytelling are well known: enhanced listening and
concentration; understanding causality and consequences; creativity and use of imagination; sharing and turn-taking; improved speech and writing, to name but a few. But stories and storytelling have other benefits too, like our personal and moral development.

From an early age, stories act on our imaginations. Stories shape who we believe ourselves to be, how we relate to others and how we make sense of the world. They are fundamental to how we think, feel and act. So, choosing the right stories to share with our children is critically important.  We need to distinguish between stories that expand the human spirit and those that distort and constrain our potential.

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Young children rely on us as parents and teachers to provide them with a diet of wholesome stories: ones like Bear Child that encourage self-belief and individuality; a generous and inclusive approach to others; and an ethic of responsibility and care for the human and more-than-human world.

I trained as a storyteller at the International School of Storytelling and now work with many kinds of audiences. I enjoy them all, but every time I tell stories to a room full of young children and see their eyes open wide with wonder, I’m reminded why I fell in love with storytelling in the first place.

Stories can be just for entertainment. But, they can also enable children to begin to consider bigger issues when they are mediated through the experiences of characters in a story, and held in the voice and gaze of a parent or beloved teacher. If the story is good enough, it will convey its ‘message’ perfectly well without the addition of a homily or moral; we don’t have to explain its meaning for our young listeners.

Whether you are reading from a book or telling a story you know, there are three sets of relationships that need attention. One is with your own emotions and sense of wonder so your listeners can connect fully with theirs. Another is the care and attention you pay to the cadences of language and how the unfolding story affects the characters within it. The third is maintaining your connection with your audience by the tone of your voice and by making eye contact.

Reading stories to children can be a wonderful adventure, but I do urge you to try telling stories as well. I don’t mean learning the words of a story by rote and repeating them, but coming to know a story so well that you can tell it in your own words. There’s a wonderful sense of immediacy and freedom when you take the short step from reading to telling a story in this way.

After all, why shouldn’t teachers have fun too?
Geoff Mead, author of Bear Child

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Who are the bear folk and what makes them special?

Bear Child is an inspirational story of parental love, belief and embracing individuality. This beautiful picture book weaves together Geoff Mead’s charming words with Sanne Dufft’s ethereal illustrations to create a truly timeless folktale.

Follow the rest of the #BearChild blog tour with Floris Books on Twitter and Instagram.

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