three crackers instead of two.
At Recess, Riley dug up worms
and let them use the swings.
At Free Time, Henry's hope for a
friend felt small. He watched the
sunlight play along Gilly's scales.
He could watch Gilly for a long
time. Katie watched, too."
This is a book I almost want to whisper when I am reading it in a classroom. It feels as if it needs to be quietly told. There are a few spots when anger pushes the reader to a more dramatic turn, but mostly it is quiet and contemplative.
Henry is looking for a friend; it is a difficult task for a child on the autism spectrum. He loves the classroom pet, Gilly. He knows Gilly cannot be one of his friends; Henry needs a friend who will play with him in class and on the playground. He carefully considers his options. Too many of his classmates don't meet Henry's needs. A friend for Henry can't be too colorful, too forward, too noisy, unconcerned about classroom and playground rules, or too brave.
As he and Katie spend quiet time watching Gilly, he notices important things about Katie. The most important is that she also likes Gilly. That is enough to encourage Henry to ask her to play. As they build with blocks, they share their dislikes, they listen to one another, and they work quietly beside one another. It is an important step toward friendship for Henry. Perhaps they will spend more time together, doing other things.
Soft ink and watercolor illustrations assure that readers are able to read the emotions felt. They are as sensitive and thoughtful as the story itself. Henry's perspective is beautifully shared, and offers readers help in understanding the way he thinks.
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