Plot Summary

Fish in a Tree follows Ally Nickerson, a bright and creative sixth-grader who has secretly struggled with dyslexia all her life. Ally has changed schools frequently (seven schools in seven years) and developed clever but disruptive tricks to hide her inability to read. In the opening chapters, Ally’s pain and embarrassment are evident when a well-intentioned gesture goes wrong: she gives her pregnant teacher a sympathy card (misreading it as a congratulations card) and is mortified by the mistake. Branded as a troublemaker, Ally would rather land in the principal’s office than let others discover her secret fear – that she is “dumb” for not being able to read.

Ally’s life begins to change when Mr. Daniels becomes her substitute teacher after her regular teacher goes on maternity leave. Unlike previous teachers, Mr. Daniels immediately notices Ally’s intelligence and unique strengths, calling his students “Fantasticos” and using creative activities to engage them. He suspects Ally may have dyslexia and arranges for her to be tested, confirming the learning disability. With patience and innovative techniques (like using shaving cream and tactile methods to practice letters), Mr. Daniels helps Ally learn to read and write more confidently. Under his guidance, Ally realizes that her brain isn’t “broken,” but simply “works differently,” and that dyslexia is nothing to be ashamed of. As she progresses, Ally also slowly gains the courage to ask for help and participate in class, rather than acting out in frustration.

Alongside this academic journey, Ally forms strong friendships with two other students, Keisha and Albert. Keisha is an outspoken, talented baker who knows what it’s like to feel like an outsider, and Albert is a science whiz who endures bullying for his shabby appearance and love of facts. The three band together and support each other through various schoolyard conflicts. With her new friends by her side, Ally learns she’s not alone in feeling different. Together they stand up to the class bully, Shay, and her follower, Jessica, who have tormented Ally and others with names like “freak” and “loser.” Over time, Ally’s growing confidence and kindness start to shift the class dynamics. Notably, when Ally unexpectedly wins the class student council president election (defeating Shay), she proves to herself and others that she is capable of leadership and respect. In a gracious show of character, Ally even reaches out in friendship to Shay afterward, despite their history. By the novel’s end, Ally not only embraces her own potential, but she also encourages her older brother, Travis, to get help for his similar reading struggles – introducing him to Mr. Daniels for tutoring. The story concludes on a hopeful note: there is no “magical cure” for Ally’s dyslexia, but she now knows she’s smart in her own way and is determined to keep learning and persevering.

Major Themes

Embracing Learning Differences and Dyslexia

One of the central themes of Fish in a Tree is the understanding that intelligence is multifaceted and that learning differences are not failures. The title itself comes from a famous adage often attributed to Einstein: “Everybody is smart in different ways. But if you judge a fish by its ability to climb a tree, it will live its life believing it is stupid.” This idea is woven throughout Ally’s story. Before her dyslexia is identified, Ally truly believes she is dumb because she can’t read like everyone else, and her self-esteem plummets with each school failure. The novel highlights her internal turmoil – she describes reading as trying to decipher “a can of alphabet soup that’s been dumped on a plate,” conveying her confusion and frustration. When Mr. Daniels intervenes, Ally slowly learns that dyslexia is not a measure of intelligence. In fact, she comes to see that there are “many different kinds of intelligence and ways to learn,” and her talents (like art and math puzzles) are just as valid. The story powerfully reframes dyslexia as a difference with its own challenges and strengths, rather than something to cause shame. By the end, Ally recognizes that great minds don’t always think alike and that being different can be a strength. This theme resonates not only for readers with learning disabilities, but for anyone who has felt out of place in a traditional school setting.

Perseverance and Self-Confidence

Perseverance in the face of adversity is a driving force in Ally’s journey. At the start, years of feeling incapable have worn her down – she’s on the verge of giving up on school altogether. However, as the story progresses, Ally demonstrates growing resilience. With each small victory (solving a tricky puzzle Mr. Daniels gives, or reading a single sentence without feeling defeated), she rebuilds her confidence step by step. The novel emphasizes that her progress is not instant or easy; Ally must work hard and persist even when reading still gives her headaches and setbacks occur. At one point, she has to present a project to the class and panic overwhelms her, causing the words to “dance” and her mind to go blank like an “Etch A Sketch.” Instead of giving up, Ally heeds Mr. Daniels’ gentle encouragement, closes her eyes, and tries again – ultimately finding her voice to deliver the speech. Such moments illustrate the theme that true growth comes from perseverance and pushing through fear. By the end, Ally understands that while dyslexia will always be part of her, she is capable of learning and succeeding with effort and the right support. Her triumphs – like bravely running for class president and helping her brother – reinforce a hard-won self-confidence. The message to readers is inspiring: don’t define yourself by your struggles, and never give up on yourself.

The Impact of Mentors and Teachers

The transformative power of a great teacher is another prominent theme. Mr. Daniels represents the kind of mentor who changes a child’s life. He approaches Ally not as a problem student, but as a bright kid with untapped potential. Throughout the novel, Mr. Daniels demonstrates patience, creativity, and genuine care, illustrating how a teacher’s approach can make all the difference for a student with learning differences. He finds ways for Ally to show her knowledge (like letting her draw or speak answers instead of only writing) and explicitly celebrates “different types of intelligence” in the classroom. Because Mr. Daniels creates a safe environment that values thinking outside the box, Ally and other students begin to thrive on their own terms. The novel also portrays smaller moments of effective teaching: for example, Mr. Daniels quietly devises a signal to help a classmate with behavioral challenges calm down without drawing attention, which Ally observes with appreciation. Through his mentorship, Mr. Daniels helps Ally see that her value isn’t tied to test scores or spelling tests. In Fish in a Tree, mentorship is shown to spark not just academic improvement but personal growth – Mr. Daniels is the mentor who “hands her a flashlight in a dark room,” illuminating the path forward.

Friendship, Empathy, and Bullying

Alongside the adult support in the novel, peer relationships play a crucial role in Ally’s development. At first, Ally feels isolated and is a target of bullying – primarily from Shay, who labels her “dumb” and delights in her mistakes. The pain of bullying and the longing to fit in are depicted realistically, echoing the hardships of middle school life. However, as Ally opens up, she forges friendships with Keisha and Albert, who also know how it feels to be different. Together, this trio exemplifies empathy and solidarity. They stick up for one another against teasing, celebrate each other’s strengths, and even develop their own inside jokes and projects (like secretly planting inspirational messages in cupcakes, in Keisha’s case). These friendships prove to Ally that she’s not alone and that true friends value you for who you are, not how well you can read. The contrast between the warm, inclusive circle of friends and Shay’s clique of followers highlights the theme of empathy over judgment. Notably, even Shay is portrayed with nuance: the story hints at the pressures she faces (such as an unsympathetic mother and her own insecurities), suggesting reasons behind her mean behavior. As the story progresses, Ally’s growing confidence allows her to try and reach out to Shay, offering her understanding instead of retaliation.

Character Breakdown and Development

Ally Nickerson

Ally is the heart of the novel – an “unforgettable and uplifting” protagonist who grows significantly over the course of the story. At the beginning, Ally is consumed by self-doubt and loneliness. Years of hiding her reading issues have made her defensive; she’d rather be seen as a troublemaker than have classmates know she struggles with something as “easy” as reading. Ally’s coping mechanisms (like doodling imaginative sketches in her “Sketchbook of Impossible Things” or deflecting teacher questions with jokes) showcase her creativity even before she recognizes it as a strength. Once Mr. Daniels begins working with her, Ally’s evolution is profound. She transitions from a girl who feels “invisible” and believes cruel labels, to someone who can accept praise and take on challenges. Her sense of identity shifts as she realizes she is not defined by her dyslexia. Ally’s courage blossoms in moments like volunteering to answer a tough riddle, standing up to Shay’s taunts, and befriending new students. By the end, Ally is confident enough to run for class president (and is shocked to win) and brave enough to read her speech aloud, something unimaginable for her at the start. Importantly, Ally retains her kindness and empathy through her journey – she never turns bitter, and even when she gains popularity, she remains humble and inclusive. Readers root for Ally from page one and celebrate her hard-earned triumphs as she learns to see herself as smart and capable. Her perseverance and newfound self-esteem make her a role model for young readers, especially those who have felt “less than” for any reason.

Mr. Daniels

Mr. Daniels is the friendly, innovative teacher who serves as the catalyst for Ally’s turnaround. His character is portrayed as exceptionally patient and perceptive. From his first days in the classroom, Mr. Daniels makes learning fun – he addresses students with upbeat nicknames (like “Fantasticos”), introduces puzzles and games to encourage critical thinking, and treats mistakes as learning opportunities. Unlike Ally’s past teachers who mainly saw her as a disruption, Mr. Daniels looks deeper and spots signs of dyslexia that everyone else missed (such as Ally’s inconsistent spelling and avoidance of reading aloud). He approaches Ally with unconditional positive regard, never shaming her for what she can’t do, but rather praising what she can do. For example, he notices Ally’s artistic talent and has her draw or verbally explain concepts to demonstrate her understanding. Mr. Daniels also goes above and beyond, volunteering his own time after school to give Ally extra help with reading. His use of multisensory techniques (like tracing words in shaving cream) shows his commitment to teaching in whatever way works best for Ally. Through his mentorship, Mr. Daniels helps Ally see that her value isn’t tied to test scores or spelling tests. He fosters a classroom atmosphere of respect and inclusion, curbing bullying and highlighting each student’s unique abilities. In the end, Mr. Daniels is not depicted as a magical savior, but as a guiding hand: Ally does the work to overcome her challenges, but Mr. Daniels is the mentor who “hands her a flashlight in a dark room,” illuminating the path forward. His character reinforces the novel’s message about the profound impact a caring teacher can have on a student’s life.

Reception and Critical Reviews

Fish in a Tree received widespread acclaim from readers, educators, and critics, establishing itself as an important work in children’s literature. The novel was praised for its heartwarming narrative and its sensitive portrayal of a child with dyslexia. Many educators and parents noted the book’s potential for inspiring empathy in children and opening discussions about learning differences. It became a New York Times Bestseller and won the Schneider Family Book Award in 2016. The novel was also selected for the Global Read Aloud in 2015, where classrooms around the world read it and shared discussions. It’s been named an ALA Notable Children’s Book, as well as a School Library Journal Best Book of 2015. The book continues to be used in classrooms to help foster empathy, understanding, and inclusivity among students.

Significance in Education and Literature

In education, Fish in a Tree has had significant impact, especially in promoting social-emotional learning and helping students understand dyslexia. The novel encourages students to reflect on their own learning differences and the importance of perseverance, helping them understand that there are many ways to be smart. It has also served as a resource for teachers who aim to create more inclusive and compassionate classrooms. The novel’s portrayal of Ally’s struggles and eventual triumph makes it a powerful tool for addressing bullying and promoting understanding among peers.

In literature, Fish in a Tree contributes to a growing body of children’s books that deal with learning differences in a sensitive and realistic way. It has become a staple in libraries and classrooms across the country, used not only to discuss learning disabilities but also to teach students about empathy, resilience, and the importance of support systems. By featuring a protagonist who learns to accept herself and others, the book has resonated with readers of all backgrounds, fostering a sense of community and compassion. Teachers often pair it with discussions on how supportive relationships and inclusive environments can make a significant difference in a student’s ability to succeed.

Furthermore, the novel’s positive portrayal of teachers and mentors serves as a reminder of how impactful good educators can be. Mr. Daniels is not a superhero, but his small actions and the time he invests in his students’ well-being show that a caring teacher can help a student unlock their potential. This portrayal has led to discussions among educators about how to better support students with learning differences and how to approach teaching in a way that values each child’s unique strengths.

Ultimately, Fish in a Tree is more than just a heartwarming story. It’s a call to action for schools and communities to recognize and nurture the diverse talents in every student, whether they struggle with reading, speaking, or fitting in. Ally’s story proves that perseverance, support, and self-acceptance are key ingredients for overcoming challenges and achieving success. As Ally herself realizes, there is no one-size-fits-all path to learning, and being “different” can be an incredibly powerful gift when embraced.

Conclusion

Fish in a Tree is a powerful and inspiring novel that addresses the challenges of living with a learning disability like dyslexia, but more importantly, it highlights the strength and resilience that come from embracing one’s differences. Ally’s journey of self-discovery, with the help of her supportive teacher and friends, speaks to all readers, whether they have learning disabilities or not. The novel emphasizes themes of perseverance, empathy, and understanding, making it not only a must-read for middle schoolers but also an invaluable resource for educators, parents, and anyone interested in promoting inclusivity and self-acceptance. Through Ally’s eyes, readers learn that intelligence comes in many forms, and no one should ever be judged by their ability to conform to conventional standards.