Written & Illustrated by: Jerry Pinkney
Publisher: Little, Brown Books for Young Readers Copyright Date: 2009
ISBN: 978-0-316-01356-7
Genre: Traditional Literature Format: Picture Book
Major Awards Received:
Caldecott Medal Winner, 2010
New York Times Best Illustrated Children's Books of the Year, 2009
Summary: The Aesop's fable by the same title is the inspiration for this illustrated book. The lack of words in the book only enhances the illustrations. The Author added his own touches to the story by making a family connection with both the mouse and the lion.
Personal response:
Classroom connections: Before showing the book to the students, I would ask if anyone has ever heard of the Aesop's fable The Lion & The Mouse. If they had I would ask them to share, if not then I would read the fable from the website http://www.first-school.ws/theme/fables/lion-and-the-mouse.htm. Then I show the book to the students while rereading the story to them. I would have them recognize that a book does not need to have words in order to tell a story. I would also ask them a few questions like, What did the lion want to do with the mouse in the beginning of the story? How do you think the little mouse felt? What happened to the lion when he was walking through the jungle? How did the little mouse help the big lion? Why do you think the little mouse and the big lion became friends?
Sunday, August 26, 2012
Drawing From Memory
Written & Illustrated by: Allen Say
Publisher: Scholastic Press Copyright Date: 2011 ISBN: 978-0-545-17686-6
Genre: Biography Format: Picture Book
Major Awards Received:
Summary: How would you feel if all you wanted to do was draw and your father told you that you couldn't because artists were lazy and scruffy people? This was the way of life for Allen Say until he decided he would put his drawing aside to study for a position at the Aoyama Middle School. He lived on his own at age 12 and made some life changing decisions.
Personal response: After reading this book, I realized how hard life must have been for Allen Say. He wanted to do what he loved but knew it would not please his father. Living on his own when he was 12 is an incredibly brave thing to do. I admire the fact that he knew he wanted to be artist from a very young age. The fact that this book had illustrations that Allen drew from memory was fascinating.
Classroom connections: I would introduce this book to the class by saying that it is a biography. I would explain what a biography is and that you can write one at anytime in your life. I would then read the book to the class. After this I would ask the class to write a biography about themselves. I would also ask them to draw some pictures that go along with their biography. I will save these until the end of the year and repeat the process. Then I would have the students compare the biographies to show how much they have grown in the school year.
Publisher: Scholastic Press Copyright Date: 2011 ISBN: 978-0-545-17686-6
Genre: Biography Format: Picture Book
Major Awards Received:
- Robert F. Sibert Informational Book Medal , 2012 Honor Book United States
School Library Journal's Battle of the Kids' Books, 2012 Nominee United States
Summary: How would you feel if all you wanted to do was draw and your father told you that you couldn't because artists were lazy and scruffy people? This was the way of life for Allen Say until he decided he would put his drawing aside to study for a position at the Aoyama Middle School. He lived on his own at age 12 and made some life changing decisions.
Personal response: After reading this book, I realized how hard life must have been for Allen Say. He wanted to do what he loved but knew it would not please his father. Living on his own when he was 12 is an incredibly brave thing to do. I admire the fact that he knew he wanted to be artist from a very young age. The fact that this book had illustrations that Allen drew from memory was fascinating.
Classroom connections: I would introduce this book to the class by saying that it is a biography. I would explain what a biography is and that you can write one at anytime in your life. I would then read the book to the class. After this I would ask the class to write a biography about themselves. I would also ask them to draw some pictures that go along with their biography. I will save these until the end of the year and repeat the process. Then I would have the students compare the biographies to show how much they have grown in the school year.
Interrupting Chicken
Written & Illustrated by: David Ezra Stein
Publisher: Candlewick Press Copyright Date: 2010
ISBN: 978-0-7636-4168-9
Genre: Fantasy Format: Picture Book
Major Awards Received:
Cybil Award, 2010 Winner United States
Golden Kite Award, 2011 Honor Book Picture Book Text
Please Touch Museum Book Award, 2011 Winner Ages 4 to 7 United States
Randolph Caldecott Medal, 2011 Honor Book United States
Wanda Gág Book Award, 2011 Honor Book United States
Summary: Almost everyone enjoys having a book read to them before bedtime. Chicken loves it so much that she interrupts the story and writes the story so that nothing bad happens. Papa is not happy with her behavior and asks her to write her own story. Wait until you read the story she writes.
Personal response: This book is my favorite book so far doing this project for many reasons. First, I love how Chicken wants to warn the characters in the books about something that is going to happen. I love how the Author illustrates the first pages of the books that Papa is trying to read to her. I love how Chicken's story, Bedtime for Papa is both illustrated and written. Lastly, the reason this is my favorite book is because I believe Chicken's goal was to sleep in bed with Papa and this reminds me of my daughter's goal when she was little.
Classroom connections: Before reading the story, I would ask students about what the word “interrupting” means. If they knew we would discuss it, and then explain to students the meaning. We would also talk about manners and when it is ok to interrupt and when it is not. After reading the story I would ask the following questions, Why do you think chicken kept interrupting his Papa? and What else could Papa have done to keep chicken from interrupting him? Then I would have the students write or draw their own story just like Chicken did on the letter head from, http://www.teachersnotebook.com/product/MaureenMcD/interrupting-chicken-writing-activity . Also after reading the book one time, I would have the students make the Interrupting Chicken finger puppet from http://www.readingconfetti.com/2012/02/interrupting-chicken-finger-puppet.html. Then I would read the book again having the students use the finger puppet when Chicken interrupts. I would also have the students color the pages in this link www.candlewick.com/book_files/0763641685.kit.1.pdf to take home.
Publisher: Candlewick Press Copyright Date: 2010
ISBN: 978-0-7636-4168-9
Genre: Fantasy Format: Picture Book
Major Awards Received:
Cybil Award, 2010 Winner United States
Golden Kite Award, 2011 Honor Book Picture Book Text
Please Touch Museum Book Award, 2011 Winner Ages 4 to 7 United States
Randolph Caldecott Medal, 2011 Honor Book United States
Wanda Gág Book Award, 2011 Honor Book United States
Summary: Almost everyone enjoys having a book read to them before bedtime. Chicken loves it so much that she interrupts the story and writes the story so that nothing bad happens. Papa is not happy with her behavior and asks her to write her own story. Wait until you read the story she writes.
Personal response: This book is my favorite book so far doing this project for many reasons. First, I love how Chicken wants to warn the characters in the books about something that is going to happen. I love how the Author illustrates the first pages of the books that Papa is trying to read to her. I love how Chicken's story, Bedtime for Papa is both illustrated and written. Lastly, the reason this is my favorite book is because I believe Chicken's goal was to sleep in bed with Papa and this reminds me of my daughter's goal when she was little.
Classroom connections: Before reading the story, I would ask students about what the word “interrupting” means. If they knew we would discuss it, and then explain to students the meaning. We would also talk about manners and when it is ok to interrupt and when it is not. After reading the story I would ask the following questions, Why do you think chicken kept interrupting his Papa? and What else could Papa have done to keep chicken from interrupting him? Then I would have the students write or draw their own story just like Chicken did on the letter head from, http://www.teachersnotebook.com/product/MaureenMcD/interrupting-chicken-writing-activity . Also after reading the book one time, I would have the students make the Interrupting Chicken finger puppet from http://www.readingconfetti.com/2012/02/interrupting-chicken-finger-puppet.html. Then I would read the book again having the students use the finger puppet when Chicken interrupts. I would also have the students color the pages in this link www.candlewick.com/book_files/0763641685.kit.1.pdf to take home.
Saturday, August 25, 2012
Understanding Sam and Asperger Syndrome
By: Clarabelle van Niekerk & Liezl Venter
Illustrated by: Clarabelle van Niekerk
Publisher: Skeezel Press Copyright Date: 2006 ISBN: 978-0-9747217-1-2
Genre: Realistic Fiction Format: Picture Book
Major Awards Received:
Dolly Gray Award for Children's Literature in Developmental Disabilities, 2010
Summary: Sam has always been a kid that loved to play almost as much as he loved his puppy Oscar. When it was time to go to school, Sam was excited and nervous. He did not make friends very easily and when he put puzzles together he hummed a song that annoyed the other students. After a bad day at school, his family decides to take Sam to see the doctor to find out why he has not been himself. The doctor diagnoses Sam with Asperger Syndrome and his family needs to work together with the doctor and the school to help Sam learn how to cope with his disorder.
Personal response: The story of Sam is told so that young children are able to understand what the disorder is and how they can help anyone that has it. Being aware that not everyone is not exactly like you is one thing that I will focus on in my classroom. I also noticed that Clarabelle van Niekerk is from Pennsylvania.
Classroom connections: Before reading the story, I will ask the class if they know someone that has Asperger Syndrome. If they do we will discuss what contact they have had with that person and if they act differently than other friends. If they do not, I will go over some of the behaviors a person suffering from Asperger's may exhibit. I would then read the story to the students, stopping if they have any questions. After reading, I would have the students act out the 10 helpful tips, expecially for you on the last pages of the book. If the students know how to treat their friend with Asperger's it will not be so scary to them and they will feel like they have helped their friend.
Illustrated by: Clarabelle van Niekerk
Publisher: Skeezel Press Copyright Date: 2006 ISBN: 978-0-9747217-1-2
Genre: Realistic Fiction Format: Picture Book
Major Awards Received:
Dolly Gray Award for Children's Literature in Developmental Disabilities, 2010
Summary: Sam has always been a kid that loved to play almost as much as he loved his puppy Oscar. When it was time to go to school, Sam was excited and nervous. He did not make friends very easily and when he put puzzles together he hummed a song that annoyed the other students. After a bad day at school, his family decides to take Sam to see the doctor to find out why he has not been himself. The doctor diagnoses Sam with Asperger Syndrome and his family needs to work together with the doctor and the school to help Sam learn how to cope with his disorder.
Personal response: The story of Sam is told so that young children are able to understand what the disorder is and how they can help anyone that has it. Being aware that not everyone is not exactly like you is one thing that I will focus on in my classroom. I also noticed that Clarabelle van Niekerk is from Pennsylvania.
Classroom connections: Before reading the story, I will ask the class if they know someone that has Asperger Syndrome. If they do we will discuss what contact they have had with that person and if they act differently than other friends. If they do not, I will go over some of the behaviors a person suffering from Asperger's may exhibit. I would then read the story to the students, stopping if they have any questions. After reading, I would have the students act out the 10 helpful tips, expecially for you on the last pages of the book. If the students know how to treat their friend with Asperger's it will not be so scary to them and they will feel like they have helped their friend.
Fiesta Babies
By: Carmen Tafolla
Illustrated by: Amy Cordova
Publisher: Tricycle Press Copyright Date: 2010 ISBN: 978-1-58246-319-3
Genre: Realistic Fiction Format: Picture Book
Major Awards Received:
Americas Award for Children's and Young Adult Literature, 2011
Pura Belpre Award, 2011 Honor Book Illustrator United States
Summary: Even babies are invited to celebrate the fiesta. This book details some of the activities that babies are involved in when there is a fiesta. The illustrations in the book are very colorful and will keep students involved in the book when reading it.
Personal response: I enjoyed reading this book and seeing that the whole family is involved in celebrating the fiesta. It shows that the babies like to sing, dance, and take part in every aspect of the fiesta. The vocabulary in the back of the book is helpful. The illustrations in the book
Classroom connections: After reading this book, I immediately thought it would be great to incorporate into a Cinco De Mayo activity. I would explain to students that other countries celebrate different holidays. There are 2 crafts that I would like to do with students. First is making pinatas found at http://familyfun.go.com/cinco-de-mayo/mini-pinatas-668588/. The second is making maracas found at http://www.education.com/activity/article/paper-cup-maracas/. Using the vocabulary at the end of the book, I would have students practice the pronunciation of these words. I think the students will remember this celebration as one that
Illustrated by: Amy Cordova
Publisher: Tricycle Press Copyright Date: 2010 ISBN: 978-1-58246-319-3
Genre: Realistic Fiction Format: Picture Book
Major Awards Received:
Americas Award for Children's and Young Adult Literature, 2011
Pura Belpre Award, 2011 Honor Book Illustrator United States
Summary: Even babies are invited to celebrate the fiesta. This book details some of the activities that babies are involved in when there is a fiesta. The illustrations in the book are very colorful and will keep students involved in the book when reading it.
Personal response: I enjoyed reading this book and seeing that the whole family is involved in celebrating the fiesta. It shows that the babies like to sing, dance, and take part in every aspect of the fiesta. The vocabulary in the back of the book is helpful. The illustrations in the book
Classroom connections: After reading this book, I immediately thought it would be great to incorporate into a Cinco De Mayo activity. I would explain to students that other countries celebrate different holidays. There are 2 crafts that I would like to do with students. First is making pinatas found at http://familyfun.go.com/cinco-de-mayo/mini-pinatas-668588/. The second is making maracas found at http://www.education.com/activity/article/paper-cup-maracas/. Using the vocabulary at the end of the book, I would have students practice the pronunciation of these words. I think the students will remember this celebration as one that
Red Sings From Treetops; A Year In Colors
By: Joyce Sidman
Illustrated by: Pamela Zagarenski
Publisher: Houghton Mifflin Books for Children Copyright Date: 2009 ISBN:978-0-547-01494-4
Genre: Informational Format: Picture Book
Major Awards Received:
Claudia Lewis Award, 2010 Winner United States
Cybil Award, 2009 Winner Poetry United States
Minnesota Book Awards, 2010 Winner Children’s Literature United States
Randolph Caldecott Medal, 2010 Honor Book United States
Summary: Did you ever wonder what colors you see in the seasons of the year? This book has the colors of the season and what they represent through the authors eyes. The pictures show all of the colors that the text describes in such detail that it would hold the attention of any child. Instead of describing what the colors look like, the Author describes how they feel, hear, or smell.
Personal response: This is a great book for young children because they may not know their basic colors and the Author gives them something to associate with the color. I like how she connects the season with the colors and how they can represent different things as the seasons change.
Classroom connections: Using the website http://www.joycesidman.com/redsingsTG.html , I was able to create an activity for students to write about colors. The text in Red Sings from Treetops uses personification to point out different colors in a season and make them come alive. In a sense it is a guessing game for readers; each time a color is mentioned, the color word refers to a certain object. After reading through each season, I would go back to each page and ask students:
What object does the each color word refer to? (In the line "RED sings from treetops", RED refers to the cardinal on the tree, etc.)
Try to find the named object on the page.
Have students think of other objects of that color (“What else is red in springtime?”)
Find the dog on each page and figure out what he is doing.
Find the red bird on most pages. Look for other animals as well.
Illustrated by: Pamela Zagarenski
Publisher: Houghton Mifflin Books for Children Copyright Date: 2009 ISBN:978-0-547-01494-4
Genre: Informational Format: Picture Book
Major Awards Received:
Claudia Lewis Award, 2010 Winner United States
Cybil Award, 2009 Winner Poetry United States
Minnesota Book Awards, 2010 Winner Children’s Literature United States
Randolph Caldecott Medal, 2010 Honor Book United States
Summary: Did you ever wonder what colors you see in the seasons of the year? This book has the colors of the season and what they represent through the authors eyes. The pictures show all of the colors that the text describes in such detail that it would hold the attention of any child. Instead of describing what the colors look like, the Author describes how they feel, hear, or smell.
Personal response: This is a great book for young children because they may not know their basic colors and the Author gives them something to associate with the color. I like how she connects the season with the colors and how they can represent different things as the seasons change.
Classroom connections: Using the website http://www.joycesidman.com/redsingsTG.html , I was able to create an activity for students to write about colors. The text in Red Sings from Treetops uses personification to point out different colors in a season and make them come alive. In a sense it is a guessing game for readers; each time a color is mentioned, the color word refers to a certain object. After reading through each season, I would go back to each page and ask students:
What object does the each color word refer to? (In the line "RED sings from treetops", RED refers to the cardinal on the tree, etc.)
Try to find the named object on the page.
Have students think of other objects of that color (“What else is red in springtime?”)
Find the dog on each page and figure out what he is doing.
Find the red bird on most pages. Look for other animals as well.
After reading the entire book to students, I would focus on one color—say,
white. Have students brainstorm things that are white, and write them
on the board. Then as a class, write a list poem, beginning each sentence with “White is .
. .” Encourage them to be as specific and descriptive a possible—not
just, “White is a cloud,” but “White is a cloud, high in the sky on a
bright summer day.” Then I would have each student choose a color and write an individual list poem about his or her color.
Friday, August 24, 2012
The Pirate of Kindergarten
By: George Ella Lyon
Illustrated by: Lynne Avril
Publisher: Atheneum Books For Young Readers Copyright Date: 2010 ISBN: 978-1-4169-5024-0
Genre: Realistic Fiction Format: Picture Book
Major Awards Received:
Schneider Family Book Award, Best Children's Books of the Year, 2011
Summary: How was Ginny to know that not everyone saw 2 of things? She did now know that she had a problem with her vision but thanks to an eye screening at her school she was able to avoid surgery. She was told she would have to wear an eye patch and do some exercises to strengthen her eye. This is how she turned into the Pirate of Kindergarten.
Personal response: Ginny was such a brave girl, even though she was being bullied by her classmates. This story is such an inspiration to all children because even though she saw 2 of things with both eyes, at least she tried her best to do whatever was asked of her. This book makes me want to cheer for our schools that take the precautions of testing students hearing and vision to avoid such problems.
Classroom connections: I would first start by asking students by looking at the front cover what they thought the book was about. Then I would read the book, stopping periodically to ask questions about the book like; why do you think someone would laugh at Ginny when she would run into something. After finishing the book, I would ask the students if they knew anyone with a vision impairment. We would discuss how we would feel if we had a vision impairment. I would also use the vocabulary found at http://www.rif.org/us/literacy-resources/multicultural/the-pirate-of-kindergarten.htm to ensure students knew the words from the book.
Illustrated by: Lynne Avril
Publisher: Atheneum Books For Young Readers Copyright Date: 2010 ISBN: 978-1-4169-5024-0
Genre: Realistic Fiction Format: Picture Book
Major Awards Received:
Schneider Family Book Award, Best Children's Books of the Year, 2011
Summary: How was Ginny to know that not everyone saw 2 of things? She did now know that she had a problem with her vision but thanks to an eye screening at her school she was able to avoid surgery. She was told she would have to wear an eye patch and do some exercises to strengthen her eye. This is how she turned into the Pirate of Kindergarten.
Personal response: Ginny was such a brave girl, even though she was being bullied by her classmates. This story is such an inspiration to all children because even though she saw 2 of things with both eyes, at least she tried her best to do whatever was asked of her. This book makes me want to cheer for our schools that take the precautions of testing students hearing and vision to avoid such problems.
Classroom connections: I would first start by asking students by looking at the front cover what they thought the book was about. Then I would read the book, stopping periodically to ask questions about the book like; why do you think someone would laugh at Ginny when she would run into something. After finishing the book, I would ask the students if they knew anyone with a vision impairment. We would discuss how we would feel if we had a vision impairment. I would also use the vocabulary found at http://www.rif.org/us/literacy-resources/multicultural/the-pirate-of-kindergarten.htm to ensure students knew the words from the book.
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