The "I Love You" Story

The "I Love You" Story

By: Walter Paul Kelley

Illustrated by: Tony Landon McGregor

The reader can see that the cover of this book has hearts and hands the mean "love" that are represented in sign language. This book is a realistic fiction because it is based on "modern times with events, settings, and characters that could be in the real world." (Literature and the child pg 17) This book explains where love first began. Where the word "love" orginated from. The pictures in this book are well defined. What that means is that the reader can see lining around the objects or around the characters. The pictures are also very simple but show how the character's live back then. This book is appropriate for any age from k-5th grade.  Also, this book can be a multicultural book, because on page 5-6 the picture shows how american indians painted the word "love" (The "I Love You" Story pg 5,6) The book also explians that on page 6, that "love" is spoken in many different indian languages. (The "I Love You" Story) Student's can do an activity with this by looking up the other ways that the indians say the word "love". Also, this is a good book for student's to read because they can learn how to sign the word love. It is really good for students to learn at a young age about a different language because the information will stick easier and it is good for students to know multiple languages. This book will teach student's that you can still communicate the same if you can't hear very well. When my students read this book, they will be reminded that they should respect the way that other people communicate, and it is not nice to make fun of other people that communicate with his or her hands. This book is mostly pictures so the reader can get a good visual on how it was in the 1800's. Another activity that students can do with this book is learn how to sign a sentence using the word love in it and the sentence doesn't have to be long, just very simple. Reader Response:

1) What did you learn while reading this book?

2) Why is it important to know different languages?

References:

Google Images

Galda, L., Cullinan, B. E., & Sipe, L. R. (2010). Literature and the child. Belmont, CA: Wadsworth/Cengage Learning. pg 17 Print.

Kelley, W. P., & McGregor, T. L. (2004). The "I love you" story. Austin, Tx.: BuTo. pg. 5,6 Print.

Waking Up Wendell

Waking Up Wendell

Author: April Stevens

Illustrated by: Tad Hills

Books for the younger generation involve them to use his or her imagination as much as possible; which is not a bad thing. The book Waking Up Wendell by April Stevens and illustrated by Tad Hills lets children use his or her imagination because of the talking animals. Which means that this book is a fantasy book. If children don't know what a fantasy book is, well it is simply "imaginative literature distinguished by characters, places, or events that could not happen in the real world." (Literature and the child pg 12) This book is appropriate for any children from k-5th grade.

This book also represents good visual pictures that go along with the text. For example, as you see the picture above is on page five and six. The text explains how the dog does the same routine every morning. The text and picture show exactly what the dog is doing in the book. It can make the reader feel like he or she is there with the dog. An example on what the dog does is "He trots over to his favorite pear tree, makes his morning wee-wee, then does what he always does first thing." (Waking Up Wendell pg 5) The quote tells the reader what the dog is doing and the picture gives the reader a fully understanding on what the text means. 

What I like about the book is that it keeps the readers attention because when I was reading it, it kept my attention and made me laugh a little bit. If a student is having trouble reading this book, this is a website that can help the student with words that he or she is having trouble pronoucing: http://www.youtube.com/watch?v=h7DtjtZUzkk (audio-version) Some motivational activities that student's can do with this book are: acting out the character's, having one student be the narrator, or come up with their own version of this book. They can talk about how he or she has done something that has disturbed other people around them and how it ended. Reader Response Questions:

1) Which character do you like best? Why?

2) What was the purpose of this story?

References:

Google Images

Youtube:

http://www.youtube.com/watch?v=h7DtjtZUzkk

Galda, L., Cullinan, B. E., & Sipe, L. R. (2010). Literature and the child. Belmont, CA: Wadsworth/Cengage Learning. pg. 12 Print.

Stevens, A., & Hills, T. (2007). Waking up Wendell. New York: Schwartz & Wade Books. pg 5,6 Print.

A Pride Of African Tales

A Pride Of African Tales

Donna L. Washington

Illustrated by: James Ransome

The cover of the book can already show the reader that it is a multicultral book. The way that the people are dressed, and the surroundings around them. In a mulitcultural book, it will explain how people live their live's and show how praise certain things. A Pride Of African Tales is also a chapter and picture book because each topic of the book are split up in sections, and the book has pictures that can help the reader get a good visual if the text is not making sense. The book is also a realist fiction because it is "set in modern times with events, settings, and characters that could occur in the real world." (Literature and the child pg 17)

The picture above shows the "game animals for the feast." ( A Pride Of African Tales pg 27) The feast is for a young lady named Bwalya and a young man Shansa Mutongo Shima who are going to get married. These animals would entertain the guest. The funny thing is that nobody knew how Shanse Mutongo Shima came back with these animals. He would dress up like an animal and start to sing and dance. Children can learn how other cultures hunt. Another way that children can learn about multiculture from this book is how the character's dress. Why is that important to know? Well, the reason why is because some cultures do not like for women to show a lot of skin because it is too revealing. The women in the book are covered, but they show a little skin (by the shoulders and dresses are knee highth)

By reading this book and look at the images I learned a lot about the African culture. This book will be appropriate for any children, but for younger children it will be easier for it when it is read to them. Also, when my students read this book, they will be reminded that people celebrate and praise differently then they may do, so respect the way that they may choose. A few activities that students can do from this book, is they can draw their own outfits (meets the cultures needs), they can also pick a chapter that interests them and compare and contrast with a parnter who chose a different chapter. Reader Response Questions:

1) What have you learned from this book?

2) Why did the author write this book?

References:

Google Images

Washington, D. L., & Ransome, J. (2004). A pride of African tales. New York: HarperCollins. pg 27 Print.

 

Galda, L., Cullinan, B. E., & Sipe, L. R. (2010). Literature and the child. Belmont, CA: Wadsworth/Cengage Learning pg 17 Print.

Dork Diaries Tales from a NOT-So-Popular Party Girl

Dork diaries Tales from a NOT-SO-Popular Party Girl

Illustrated by: Rachel Renee Russell



Dork diaries Tales from a NOT-SO-Popular Party Girl illustrated by Rachel Renee Russell is a picturebook and chapter book. The whole entire book is filled with visual's for the reader to understand what is going on in the dairy. The book would be appropriate for intermedate grades mostly young girls because by looking at the front cover is screams girly. Also, the genre that this book belongs in is realistic fiction because the events and settings in this book can happen in real life. (Literature and the child pg 17) The setting of this story is around october and at the school that Niki the main character goes to.

This book is about a young girl name Niki who has a crush on a young boy named Brandon and wants to go to a halloween party with him. Little does she know she has competition with Mackenzie the "popular" girl who is trying to steal Brandon away from her. The picture above represents the style of the book. How Rachel Renee Russell, brings the journal to life by keeping it on paper that was in the diary. Young girls can relate to page four, because who hasn't written the name of the crush that they have with hearts around it "<3 BRANDON <3" (Dork diaries Tales from a NOT-SO-Popular Party Girl pg 4) With the way that the style of the book is written, readers can get the feeling like he or she is reading it straight out of the diary. They can picture themselves as the main character. The text in this book is very appropriate for young readers. The pictures in the book, are a good source for the reader(s) to look back at if the text gets confusing.

The picture above shows Niki hard at work writting in her journal. Here is a website that viewer(s) can go to and get more information about the book: http://www.dorkdiaries.com/dork-diaries-2/ With this website it provides an audio tape, a summary of the book and more activites. Some activities that students can do with this book are: write his or her own diary (not too personal but will be kept between student and teacher) and student's can act out the characters by making a similar version of the book. Reader Response Questions:

1) What is the purpose of this book? Why?

2) Why do you think the author wrote this journal?

References:

Google Images

Website for Book:

http://www.dorkdiaries.com/dork-diaries-2/

Galda, L., Cullinan, B. E., & Sipe, L. R. (2009). Literature and the child. Belmont, CA: Wadsworth Cengage Learning. pg 17 Print.

 

Russell, R. R. (2010). Tales from a not-so-popular party girl (Book 2). New York: Simon & Schuster Children's Pub. pg 4 Print.

HOOT

HOOT

Illustrated by: Carl Hiaasen

HOOT illustrated by Carl Hiaasen is a well written chapter book. This book is a realistic fiction book, and what that means is that it "...is set in modern times with events, setting,s and characters that could occur in the real world." (Literature and the child pg 17) HOOT is about three yound children that try to save the lives of owls, that live in a construction site. Through the journey of saving the owls lives, the three children will have their ups and downs along the way. The book is appropriate for any children but mostly for intermediate grades because the text can be challenging to read for primary grades. The reason why Carl Hiaasen wrote the book was probably because she could've went through the same experience as the three children, or she really wants the readers or viewers to know how important owls are.

While I was looking over this book, as the reader I can just picture (visualize) the accent that the people have in this book. For example, on page 92 Kalo says "They be okay even in hurricane. You go home now, don't vorry. Za dogs, zey take care of your problems." (HOOT pg 92) By reading this quote, I can tell that every person has his or her own way of speaking. This book can teach children that some people may have accents or may say things differently. The picture above are the three children that are trying to save the owl's. The theme of this story was written to let the viewers or readers know how important owl's are. For example, how owl's are endangered species. The style of this book, the reader can visualize how the characters are speaking to one another, how they communicate.

I can relate to this book because I had to read it in my fourth grade class as a project. I really enjoyed the book, it kept me intertained the whole time I was reading it. This book was also made into a movie, so people can get a good visual of the story. Here is a movie trailer video: http://www.youtube.com/watch?v=HgT_xT587MY, this highlights the important details that happen in the book. Student's can benefit from this book, by learning about owl's and learn how to come together to stand up for something that you believe in. Reader Response Questions:

1) What was your favorite part of the book? Why?

2) Why did the author write this book?

References:

Google Images

Youtube

http://www.youtube.com/watch?v=HgT_xT587MY

Hiaasen, C. (2002). Hoot. New York: Alfred A. Knopf. pg 92 Print.

 

Galda, L., Cullinan, B. E., & Sipe, L. R. (2009). Literature and the child. Belmont, CA: Wadsworth Cengage Learning. 17 Print.

We're Going On A Book Hunt

We're Going On A Book Hunt

Illustrated by: Pat Miller

Pictures by: Nadine Bernard Westcott

We're Going On A Book Hunt illustrated by Pat Miller and pictures by Nadine Bernard Westcott belongs in three different types of genres. The grade level that this book is appropriate for are for kindergarten through third grade. I think that the illustrator wrote this book to get children excited to go to the library. This book will teach children how to look for a book by giving them the knowledge that they need to know to see if the book is right for them. For example:

"Here it is--the choosing part.

Can't read a hard one.

Don't want an easy one.

We'll have to count our finger.

Miss a word, finger up.

Stop at five."

( We're Going On A Book Hunt pg. 13)

The quote from the book above provide information how to choose a book.

This book is about little bears that head off the the library for the day. When they get there they will sing a song that will describe what they are doing.The first genre is picturebook because it is "... a unique combination of text and art." (Literature and the child pg 12) This book also can be called postmodern and what that means is that it will make references to other texts (Literature and the child pg 13) Another genre that this book belongs in is poetry because in the text it has some rhyming words. For example:

"Can't be rough with it.

Can't be tough with it"

(We're Going On A Book Hunt pg 14)

The last genre that this book belongs into is the fantasy genre because children will have to believe that the animals in this book can speak, read, or act like humans in real life.

The picture above is an activity the my students can do. The can color the bear with any color that they feel by using his or her imagination. Another activity that my students can do, is go on a book hunt in the class. Have books set up all around the room, and have them sing the song that the bears did when they were finding their books. This is a really good book that will grab student's attention. Being able to get up move around, singing, and using hand motions. Reader Response Questions:

1) What is your favorite book?

2) Why did the author write this story?

References:

Google Images

Galda, L., Cullinan, B. E., & Sipe, L. R. (2009). Literature and the child. Belmont, CA: Wadsworth Cengage Learning pg 12, 13 Print.

Miller, P., & Westcott, N. B. (2008). We're going on a book hunt. Fort Atkinson, WI: UpstartBooks. pg 13, 14 Print.

Comin' Down To Storytime

Comin' Down To Storytime

Illustrated by: Rob Reid

Pictures by Nadine Bernard Westcott

Comin' Down To Storytime illustrated by Rob Reid and pictures by Nadine Bernard Westcott is a book that is a mixture between fantasy and poetry. How is this book fantasy? Well, by looking on the cover can the viewer notice anything? On the cover of the book, the animals are talking and throwing a book party. The represents the fantasy genre because this can't happen in real life. How does this book represent poetry? The way that the text is set up in the book and it has a lot of "...rhythmic and rhymed..." (Literature and the child pg 13)

An example on how this book represents poetry is on all of the pages because in poetry the text will usually line up to be the same lenght. In this book, viewer(s) will see on each page how the text lines up just right. For example, on page 1, the text is shown:

"We'll be comin' down to storytime when we come. Yee ha!

Yes, we'll be comin' down to storytime when we come. Yee ha!"

(Comin' Down To Storytime pg 1)

This story has animals that can talk, read, and dance. (Literature and the child pg 16) On page 6 of Comin' Down To Storytime, the sheep is reading a book to the rest of her farm animals and the rest of them are sitting there laughing and having a good o'le time.

I feel that this book will really open up young readers mind because as he or she is reading this text they will have to have a good imagination for the story to come to life. When I want my future students to read I want them to visualize that they are in the story, so it will make more sense while they are reading. Maybe, they can relate personal experiences as well. Some activities for this book would have to be: spliting the class up into two groups and have half sing one part and the other half sing the other, and also have my students create their own song in a group of three to four students. I personally enjoyed reviewing this book because it made myself want to get up and start dancing. Reader Response Questions:

1) What was the purpose for writing this story?

2) If you (the reader) be any animal in the story, which one would you be and why?

References:

Google Images

Galda, L., Cullinan, B. E., & Sipe, L. R. (2009). Literature and the child. Belmont, CA: Wadsworth Cengage Learning. pg 13, 16. Print.

Reid, R., & Westcott, N. B. (2009). Comin' down to storytime. Janesville, WI: Upstart Books. pg 1-29 Print.

 

Junie B., First Grader Jingle Bells, Batman Smells! (P.S. So Does May.)

Junie B., First Grader

Jingle Bells, Batman Smells!

(P.S. So Does May.)

Author: Barbara Park

Illustrated by Denise Brunkus

Junie B., First Grader Jingle Bells, Batman Smells (P.S. So Does May.)  author Barbara Park and illustrated by Denise Brunkus is a chapter book very appropriate for children to read. The genre that this book belongs in is fiction. The reason why is because fiction represents "books that are made up by the author, or not true" (http://library.thinkquest.org/5002/Basic/ficnf.htm) Barbara Park has many more Junie B. Jones books here is a website that the viewer can go to if they end up liking this book http://juniebjones.com/books/ With this website the viewer can click on any Junie B. Jones book and get a quick summary about the book. Also, the theme of the book represents "...growing up, making friends..." (Literature and the child pg 17) What that quote means is that Junie is a young girl that continues to grow and make friend throughout each book that she is in.

A young girl can probably relate to this book. The reason why is because they probably have that one girl in class that they don't get along with, and when picking names they end up with the person that they don't get along with. Junie B., First Grader Jingle Bells, Batman Smells by Barbara Park is about Junie getting partnered with the tattletale in her class for christmas to exchange gifts. The perfect way to get back at somebody when they will not know who it is. When the viewer will read this book they can visualize what is happening in this story. What makes this book relate able is how the author puts in Junies hand written letters. For example, on page 1 in the book it talks about how it is the last week before christmas break, and how May (tattletale girl) is getting on her nerves. Also, even boys can relate to this story because they probably go through the samething that Junie goes through. I could have my class split up into two teams; have them read this book and a different Junie B. Jones book and compare and contrast the two. Reader Resonse Questions:

1) Why do you think the author wrote this book?

2) What is your favorite part of the book? And Why?

References:

Google Images

Galda, L., Cullinan, B. E., & Sipe, L. R. (2009). Literature and the child. Belmont, CA: Wadsworth Cengage Learning. pg 17 Print.

Junie B. Jones Website

http://juniebjones.com/books/

Definition of Fiction

http://library.thinkquest.org/5002/Basic/ficnf.htm

Park, B., & Brunkus, D. (2005). Junie B., first grader: Jingle bells, Batman smells! (P.S. so does May). New York: Random House. pg 1 Print.

ROBOT dreams

ROBOT dreams

Illustrated by: Sara Varon

ROBOT dreams by Sare Varon is a picture chapter book; which means it is "a unique combination of text and art" (Literature and the child pg 12). The only text that is in this book is the months of the year. The first chapter of the book starts off in August and goes all the way to back to August. For viewer to understand what is going on in the book they will have to have a good imagination for the book to come to life. This book is a chapter book that is filled with tons of pictures. This book would also fall under the fantasy genre because this could not happen in real life (Literature and the child pg 16) This is a appropriate book for children at any age. Also, fantasy "ranges from picturebooks containing talking animal stories for very young children to complex novels for older readers that explore universal truths" (Literature and the child pg 16) What that quote means is that young children will take this picturebook and think that this could happen and older readers will think about how this book can't be true.

At the beginning of this picture/chapter book, the dog recieves a box in the mail. In this box was the robot that he will assemble and put together. This new robot will become his best friend. They will do everything and anything together. The picture above is on page 7 in ROBOT dreams, and what this picture is showing the viewer is the package that the dog is fixing to recieve from the mail man. 

The picture above is where it all begins. (ROBOT dreams pg 9) This was the first adventure that the robot and the dog took together, it was the first of many. In the month of August, is when the robot and the dog decided to take on another adventure. Starting with page 15, the robot and the dog decide to go to the beach. Well, that turned into a bad idea because throughout the rest of the book, the dog and some of his friends (rabbits) try to get the robot off the beach, because once the sun hit the robot he couldn't move. The dog would come back each day and to see if anything had changed, but the robot was still in the same place. One day it finally clicked for the dog, he went and got motor oil and it worked but something else happened, the leg of the robot came off from the paddle of the boat. But the dog finally gave up because he didn't know what to do anymore. The robot ended up in a junk yard, where somebody else came and found him and put him back together. The dog ended up with a brand new robot at the end of the story. I would use this in my classroom for upper grades because I can have them go through the book and have them write out his or her own solution on figuring out how to get the robot fixed. Reader Response Questions:

1) Why do you like this book?

2) If you can have a robot for a day, what kind of activities would you do together?

References:

Google Images

Varon, S. (2007). Robot dreams. New York: First Second. pg 7, 9, 15-205. Print.

 

Galda, L., Cullinan, B. E., & Sipe, L. R. (2009). Literature and the child. Belmont, CA: Wadsworth Cengage Learning pg 12, 16 Print.

Seven Candles for Kwanzaa

Seven Candles for Kwanzaa

Illustrated by: Andrea Davis Pinkney

Pictures by: Brian Pinkney

As the viewer, by looking at the cover I can already tell that Seven Candles for Kwanzaa Illustrated by: Andrea Davis Pinkney is going to be about a holidy. Based on the candles, the way the two young boys are nicely dressed, and the decorations that they are setting up onto the table. Also, the cover of the book is very well detailed and colorful. What this book is about is how this family is celebrating Kwanzaa this is an "...Amercian holiday inspired by African traditions" (Seven Candles for Kwanzaa from a Note to Readers) Also, this book will explain different types of languages that they family will use. This is a very good mulicultrual book for children to learn how other cultures celebrate holidays.

In the first page of  Seven Candles for Kwanzaa it explains what this holiday is all about, how it is "a family day in the part and Thanksgiving and a birthday , all rolled into one!" (pg 1) It is really interesting how some cultures will celebrate a bunch of holidays together. As my students are reading this book I will remind them them not to respect the culture and take in on how they do celebrate holidays differently. This holidy will start December 26 and will go on until the first day of January (Seven Candles for Kwanzaa pg. 1) In this book there are different meanings that explain what the holiday is all about. For example, the word "mkeka" means "a straw placemat, on a table" (Seven Candles for Kwanzaa pg. 5) Instead of having a plastic placemat like other cultures may have, they will have ones made out of straw because that is their tradition. Some other terms that they use in this book is "Muhindi" which basically means corn and "Mazao" means crops. (Seven Candles for Kwanzaa pg 5)

Throughout this book, it explains the different types of objects that they will be putting on the table for the holiday, and how it means to their culture. For this book, I would read this aloud to my students, so they can hear the proper way to pronounce some of the terms. Also, show them how detailed the pictures are because the pictures are really important for this book. With a book that has different types of terminology, pictures are a good visual to see what the words really mean. For a lesson, my students can make some of the objects that are the table. For example, we can make the seven candles. My reader response questions:

1) Why is it important to know how different cultures celebrate holidays?

2) Why do you think the author wrote this book?

References:

Google Images

Pinkney, A. D., & Pinkney, J. B. (1993). Seven candles for Kwanzaa. New York: Dial Books for Young Readers. pgs. 1, 5 Print.

In Every Tiny Grain of Sand

In Every Tiny Grain of Sand

Collected by: Reeve Lindbergh

Illustrated by: Christine Davenier, Bob Graham, Anita Jeram, and Elisa Kleven

When the viewer will look at the cover of this book, they will think that it will be about children playing at the beach. In Every Tiny Grain of Sand Collected by: Reeve Lindbergh and Illustrated by: Bob Graham, Christine Davenier, Anita Jeram, and Elisa Kleven, this book represents a book full of prayers that are understood in different cultures. Also this book represents "....appreciation of nature, or to praise God, or to cellabrate good things in our lives like our families, our homes, and our love for one another." (Reeve Lindbregh) The book is split up into four catergories: For the Day, For the Home, For the Earth and For the Night (Bob Graham, Elisa Kleven, Christine Davenier, Anita Jeram)

This book is a mulitcultural book because it shows us  and explains how other cultures worship God. In the classroom we as teacher have to be very careful with this topic because we don't want to affend any of our students. For example, when holidays come around some cultures don't celebrate Halloween or Thanksgiving. For those student's we have to be creative how to keep them involved without going over boundries. In Every Tiny Grain of Sand  the text is set up like poetry. As the veiwer can see in the picture above, the text length in each line is very short. An example from the book on how it demonstrates different cultures is from "For the Day" Illustrated by: Bob Graham, this section is about prayer, how the cultures praise differently. For example, "Thank You, God everything, for the morning, when I wake again to You."-Jewish (In Every Tiny Grain of Sand pg. 11) This will give students a chance to hear how other cultures praise God. From the "For the Home" illustrated by: Elisa Kleven, a example would be "See the world as your self. Have faith in the way things are. Love the world as your self; Then you can care for all things" - LAO-TZU (In Every Ting Grain of Sand pg. 32) This quote will teach students that if you can see things from your point of view, then everything around you will make sense. From the "For the Earth" illustrated by: Christine Davenier, a example from this section is the story of Hurt No Living Thing  by: Christina Rossetti (pg. 49) this short story will explain to the students that it is not good to harm animals; no matter how bad they look gross, or the sounds that the animals make.Well in some cultures they do eat grasshoppers, crickets and worms for food; not because they are poor but that is just what they like to eat. From the last section of the book "For the Night" illustrated by: Anita Jerman will let the children know how other cultures keep on believing in something even if he or she is not feeling. A quote from this section that can explain it better is "I believe in the sun even when it is not shining. I believe in love even when feeling is not. I believe when He is silent."-Jewish (In Every Tiny Grain of Sand  pg. 67)

With each quote in this book, it provides pictures to go along with it. The book is very visual to where the viewer can understand what the quote means. An activity that I can do with this book to teach my students about different cultures is to pick out a few quotes from each section and read it to them and as I am reading have them explain what they think about each story or quote. My reader response questions:

1) Which quote could you relate to?

2) Why do you think that they split the book into four catergories?

References:

Google Images

Lindbergh, R., & Davenier, C. (2000). In every tiny grain of sand: A child's book of prayers and praise. Cambridge, MA: Candlewick Press. pg. 11,32, 49, 67 Print.