My First Ramadan
Katz, K. 2007. My first Ramadan. NY: Henry Holt and Company.
A young boy participates in his first Ramadan, the holiday for Muslims around the world. Because he is old enough, this is the first year the young boy will fast. He describes in simple detail all the things that he encounters on his first Ramadan, from the morning meal (suhoor), the morning prayer (fajr), the school activities during the day, the sweet date eaten when they are ending their fasting, the evening meal (iftar) and prayer (Maghrib). He also attends the Mosque, and the big celebration in town square for the end of Ramadan (Eid al-Fitr).
ATOS Book Level: 2.8
Interest Level: Lower Grades (LG K-3)
This is a small book with big print, and the illustrations are mixed-media collages by the author. This book discusses the basics of Ramadan, making it relatable to small children by giving them a young narrator who illustrates how he participates in his family’s observance of the holiday. The book’s complexity is overall pretty low; the meaning is simple, the language is straight-forward (and the native words for the different elements of the religion are spelled out phonetically in parentheticals to help further comprehension), the knowledge demands require the student to understand religions, which may be a Middle Low concept.
Curriculum Tie Ins:
This book would really help to illustrate religions of the world, and holidays of the world.
2.0 CONTENT STANDARD: PEOPLES OF THE NATIONS AND WORLD –Student will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States, and the World through a multicultural and
a historic perspective.
(PreK-3 STANDARD) PEOPLES OF THE NATIONS AND WORLD -Students will understand how people in Maryland, the United States and around the world are alike and different.
1.0 General Reading Processes: Comprehension: Students will use a variety of strategies to understand what they read (construct meaning).
1. Develop comprehension skills through exposure to a variety of print and nonprint texts, including traditional print and electronic texts
a. Listen to critically, read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas such as race, gender, disability, religion, and socioeconomic background
b. *Read a minimum of 25 self-selected and/or assigned books or book equivalents representing various genres
c. Discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situations
3.0 Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary text.
Author’s website: http://www.karenkatz.com/