My Librarian is a Camel by Margriet Ruurs Text Excerpt
Directions: In the Notes column, us the following codes. BE prepared to discuss your reasons with a
partner:
+ ideas that you agree with
? parts that you confuse you
* something important that you want to remember
Text
Children in Peru can receive their books in several
different, innovative ways.
CEDILI-IBBY Peru is an institution that delivers books in
bags to families in Lima, Each bag contains twenty books, which
families can keep for a month. The books come in four different
reading levels so that children really learn how to read. This
project in Spanish is called El Libro Compartido en Familia and
enables parents to share the joy of books with their children.
In small, rural communities, books are delivered in
wooden suitcases and plastic bags. These suitcases and bags
contain books that the community can keep and share for the next
three months. The number of books in each suitcase depends on
the size of the community. There are no library buildings in these
small towns, and people gather outside, in the plaza, to see books
they can check out. In the coastal regions, books are sometimes
delivered by donkey cart. The books are stored in the reading
promoter’s home.
In the ancient city of Cajamarca, reading promoters from
various rural areas select and receive a large collection of books
for their area. The program is called Aspaderuc. The reading
promoter lends these books to his or her neighbors, and after three
months, a new selection of books goes out to each area. Books in
this system are for children and adults.
And last but not least, Fe Y Alegria brings a collection of
children’s books to rural schools. The books are brought from
school to school b\y wagon. The children, who are excited about
browsing through the books when they arrive, are turning into
avid readers.
Notes
plaza: square; marketplace
coastal: seaside, by the sea
Source: Ruurs, Margriet. My Librarian Is a Camel: How Books Are Brought to Children Around the
World. Honesdale, Penn.: Boyds Mills Press, 2005. (2005) From “Peru”
My Librarian Is a Camel
Graphic Organizer
Directions: After reading the text, write answers to each question below in the “My Response” section.
Support each response in the “Evidence from the Text” section. After you are given time to talk to a
classmate and share ideas, complete the “My Thoughts Now” section based on your conversation.
1. In the first paragraph, the text states, “Children in Peru can receive their books in several different,
innovative ways.” What does the word innovative mean in the text? What part of the passage helps you
understand what this word means?
My Response
Evidence From the Text
My Thoughts Now
2. What are the different ways that books are delivered to rural communities in Peru?
My Response
Evidence From the Text
My Thoughts Now
3. What is the role of the reading promoter?
My Response
Evidence From the Text
My Thoughts Now
4. What is the main idea of the text? What key details support the main idea?
My Response
Evidence From the Text
My Thoughts Now
5. What is the purpose for delivering books to rural communities in Peru? Use evidence from the text to
support your answer.
My Response
Evidence From the Text
My Thoughts Now
Additional notes or ideas about the text
My Librarian Is a Camel
Writing Task
Directions: Please respond to the prompt below in writing. You may use your graphic organizer to
inform your writing.
Writing Prompt
After reading My Librarian Is a Camel: How Books Are Brought to Children Around the World, use
evidence from the text to write an opinion paper in answer to this prompt: Is it worth the effort to
deliver books to rural communities in Peru?
Remember to:
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
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State an opinion about delivering books to rural communities in Peru.
Include how the books get to the communities.
Provide reasons for delivering the books to the communities.
Include evidence from the text to support your reasons.
Be Sure To:
 Introduce your topic clearly and group related information into paragraphs.
 Provide reasons for your opinion that are supported by facts and details from the text.
 Use words and phrases to link your opinion with your reasons (e.g., another, for example, for
instance, also, in addition).
 Provide a concluding statement or section related to the opinion presented.
 Check for proper grammar and writing conventions.