La rama azul


The poetry selec­tion of this anthol­ogy has been com­ple­mented with lively illus­tra­tions from four gifted artists.

The anthol­ogy includes orig­i­nal poetry by Alma Flor Ada and Fran­cisca Isabel Cam­poy as well as poems from a num­ber of poets from Latin Amer­ica and Spain, includ­ing such renown poets as Juan Ramón Jiménez, Sal­vador de Madariaga, and Lope de Vega, from Spain; José Martí, Nicolás Guil­lén, Mirta Aguirre, and Dora Alonso, from Cuba; Pablo Neruda, from Chile; Javier Sloguren, from Perú; Flo­ria Jiménez, from Costa Rica; Car­los Mur­ciano from Spain, Ernesto Galarza, from Méx­ico and Cal­i­for­nia; Elsa Isabel Borne­mann and José Sebastián Tal­lón, from Argentina. Among the poets included are: Julia Calzadilla, Marta Giménez Pas­tor, Elsa Lira Gaiero, Josemilio Gon­za­lez Díaz, Cesáreo Rosa,


Poetry is one of the best gifts we can give chil­dren. A poem a day enhances a child’s life with the sounds of words, with rhyme and rhythm, with the enchant­ment of images and metaphors, with the invi­ta­tion to see real­ity with new eyes.

Our cul­ture is very rich in out­stand­ing poets and excel­lent poetry. Some poets write pri­mar­ily for chil­dren, but even our most rec­og­nized poets have at some time or other writ­ten poetry that chil­dren can enjoy.

The Cielo abierto Poetry Col­lec­tion is com­posed of seven poetry antholo­gies. These rich antholo­gies include selec­tions from the folk­lore along with the work of the best Spanish-speaking poets from the United States, Latin Amer­ica and Spain. Each of the selec­tions has been care­fully cho­sen to awaken children’s love of poetry and to deepen their appre­ci­a­tion for the musi­cal­ity and rich­ness of the Span­ish lan­guage. Orig­i­nal poems by Alma Flor Ada and Isabel Cam­poy are also included.

It is impos­si­ble to assign a spe­cific age to poetry, since the same poem can be enjoyed by chil­dren of dif­fer­ent ages at dif­fer­ent moments. Yet, there is a cer­tain pro­gres­sion of lan­guage and read­ing dif­fi­culty in the series reflected in the order in which the titles are listed.

Grade lev­els have been men­tioned next to the titles as an ori­en­ta­tion, but should not be seen restric­tively.
The titles are: