"Duck on a Bike"

Duck on a Bike

Written and illustrated by: David Shannon

Published by: The Blue Sky Press in NY in 2002

ISBN: 0-439-05023-5

Genre: Picture Book

Reading Level: Grade 2

Activity Level: Kindergarten

Summary: This book is about a duck who gets the crazy idea that he can ride the bike that the boy who lives on the farm left his bike and decides to try to ride it. He does very well and passes all of his farm animal friends—the cow, the sheep, the dog, the cat, the horse, the chicken, the goat, the pigs, and the mouse. Each of them thinks the duck is crazy, but then a vast number of children come to visit the boy and they leave their bikes outside. Then, the other animals decide that if the duck can ride, why can they not. So, all the animals try and succeed at riding the bikes and have a wonderful time! The very last illustration in this book is of the duck looking very inquisitively at the farm tractor. I wonder what he could be thinking…

Response: This book is so cute! I think that the idea is very intelligent on the author’s part and that the book still maintains a message of perseverance for its readers. As the duck goes around to all of his friends to show them what he can do, many of them think he is crazy and go on about their business, but my favorite response to his riding is from the goat.—“Then Duck rode past Goat. ‘Hello, Goat,’ said Duck. ‘M-a-a-a,’ said Goat. But what he thought was, ‘I’d like to eat that bike!’” (p. 14)!

As always with David Shannon’s books, the illustrations are remarkable! He plays such careful attention to detail that there are even ants in the garbage can the goat is eating from. He takes care to smear his colors and use different shades to blend them to make his illustrations look more realistic. Each illustration, except the last one of the tractor, is a beautiful double-page spread of vibrantly-colored artwork.

Teaching Connections: I think this book could definitely be used in a kindergarten classroom. On each page, the students could listen while the teacher read the book and they could make the sound of the animal on that page to keep them very interactive with the story. Then, once the teacher got to pages 22-23, she could stop and ask them what they think will happen next, since there is no text on that page and just an illustration. Then, she would continue reading to the end of the story and show the students the final page the “the end” page where the duck is looking inquisitively at the farm’s tractor and ask what they think might happen next. She could also use this book to help students separate fact from fiction in that they should be able to understand that this is certainly a fiction story because farm animals cannot ride bikes.

What Students Learn: From this book and the activity, students are able to recall animal sounds, learn to predict text, and also learn to differentiate between fact and fiction. Students can also learn that they need to try new things even if they sound impossible.

Image Retrieved From: http://www.reddicklibrary.org/images/loripicks/duckbike.jpg

"Just the Two of Us"

Just the Two of Us
Written by: Will Smith

Illustrated by Kadir Nelson

Published by: Scholastic Press in NY in 2001

ISBN: 0-439-08792-9

Genre: Picture Book

Reading Level: Grade 2

Activity Level: Grade 2

Summary: This is a book about the love of a father for his son. Before the story begins, Will Smith provides readers with some background information about his life and gives us a context for this story. He tells readers that he always wanted to build a castle in the sky and his parents gave him a piece of paper and a pencil and said “let’s draw the plans” and he tells his son that. The part about “castle sin the sky” is references throughout the book. When the book begins, the father is frightened about how to be a good father because he is so young, but then realizes that things will be alright due to his immense love for his child, even when his marriage does not work. He gives his son advice for his life about girls, not fighting others, talking with God, and reminds him that he will always love his son. This book is written as a rhyming poem and significant words on each pager are in bold in a larger font than the rest of the words, so that they make a statement along with the illustrations.

Response: After reading this book I think that every father should purchase this text for his child(ren). This is one of those books that you read and when you come to the end, you close the cover very slowly and all you can say is WOW! Wow to the always outstanding illustrations of Kadir Nelson, wow to the words of the poem (also a song) by Will Smith, wow to the love of a father for his son and wow to the fact that someone constantly in the limelight, like Will Smith can actually be a person of substance unlike so many in his line of employment.

One cannot possible respond to a book illustrated by Mr. Nelson without commenting on his extraordinary illustrations! All I can say is when you read this book to children in a classroom, do not show them the illustrations before you read or while you are reading the text because even an adult would not focus on the words. The detail the he puts into his illustrations in remarkable. His backgrounds in some of them in this book are a little lacking, in my opinion, but the faces, the stature of the characters, and the attention to detail the Kadir Nelson provides in his illustrations is amazing. There is not an illustration in this book that I love as much as the one in Moses, but Kadir Nelson did not disappoint his fans by these illustrations by any means.

Teaching Connections: This book could be used in a second grade class to talk about families. The teacher could have had the students working on a project where they are creating their family trees and then she could read this book to them about fathers and how they feel about their children. She should be aware that some children are going to pose and opposition to that and make comments about their own fathers that will not represent them in a positive light. However, an ensuing discussion about this could help students recognize the differences in some families and that people are not always as this father seems to be. It could be a tricky lesson, but I believe it would be a greatly beneficial one for students.

Note: This book does reference God and prayers, so the teacher may need to point out that not everyone believes in Him or in the same way, but that this is a representation of this father’s beliefs.What Students Learn: From this book and the activity students can learn about one father’s love for his son and about how families are different and people are different.

Image Retrieved From: http://aalbc.com/willsamith_justthetwoofus.jpg.

"The Rain Came Down"

The Rain Came Down

Written and illustrated by: David Shannon

Published by: The Blue Sky Press in NY in 2000

ISBN: 0-439-05021-9

Genre(s): Picture Book, Realistic Fiction

Reading Level: Grade 2

Activity Level: Grades K, 3 (Really, this book could be used for all elementary grade levels.)

Summary: This book details the occurrences in one town on a rainy day. At first the chickens go crazy and irritates the cat, which annoys the dog and the father yells at the dog, which awakens the baby and upsets the mother. Then, a policeman comes to see what is happening at the house and blocks traffic with his car. After that a lady in a cab becomes upset because she is afraid she will miss her plane and the truck driver in front of him becomes annoyed with the cab driver’s horn. The ice cream man turns up his music to drown (no pun intended) the noise and the hairdresser and barber begin to argue while the painter is climbing down, which causes him to his the barber in the head. Then the baker hits the pizza man with his umbrella, the little boy splashes the little girl with water, the grocery waiting on the delivery truck knocks the boxes from a shopper’s hand, which upsets his fruit basket (also, no pun intended). After that, the RAIN STOPS and everyone is gleeful again and helps one another. The story continues and chronicles the other delightful happenings of the day and shows how each character’s day was made better by another.

Response: I really enjoyed this story because it is very truthful as to what kinds of moods people often have when it rains and how everything seems more complex. However, it also shows how we really should all try to get along with one another, not matter our situation becaue we would all be happier.

I love David Shannon’s illustrations! He draws amazing faces that look, although sometimes stereotypically, like the characters in his book. The hairdresser is dressed like one would stereotypically think of one dressing and the cab driver is wearing his yellow taxi hat, etc. Nearly every page of this book is a double-page spread of beautiful illustrations with vibrant colors in amazing detail. The illustrations are vital to the book and the words are placed on a white background under all of the illustrations.

Teaching Connections: I think this book could be read to almost any grade level class. A teacher could read this to her first grade class if many of them were stuggling with a new math concept to help them realize that it is difficult, but that they will get it soon and everything will be better.

A third grade teacher could also read this to her class as an introduction to metaphors. She could ask them what they rain is a metaphor for and her class could have a discussion about that.

Really, I believe that this book could be read to any elementary school class, especially if something major has happened to affect the entire class or school, such as after 9/11 or if, as happened to a class in my elementary school, their teacher passed away. This book could serve as a way to lighten the tension and help students realize (maybe a week or so after this had happened, not directly after) that things will get better, just as the situation in the story did.

What Students Learn: From this book students learn that even though things might not be so wonderful right now, that they will get better soon. They learn that arguing, etc. is not beneficial to them and that what they really need to do is be patient and wait “for the rain to stop” so that times will get better.

From these activities students can learn the above lessons as well as about metaphors in their writing because this book serves as a great example of such.

Image Retrieved From: http://parentschoice.org/product_img/raincamedown.jpg

"This Little Piggy's Book of Manners"

This Little Piggy’s Book of Manners
Written by: Kathryn Madeline Allen
Illustrated by: Nancy Wolff
Published by Henry Holt and Company in NY in 2003
ISBN: 0-8050-6769-8
Genre(s): Picture Book, Concept Book
Reading Level: Grade 1
Activity Level: Kindergarten

Summary: This book talks all about manners. Although the main characters are pigs, they are personified and roller-blade, eat at the table, share their toys, have to wait in line to go to the bathroom, must clean their rooms, talk nicely to others, and go to bed on time. On one page one piggy will do as he is told or as he should and on the following page another little piggy will not follow the rules. One each page, the piggy’s friends respond to his actions either in a positive or negative way. This book teaches at the end that even though children sometimes forget their manners, people always react better when they remember to be polite.

Response: I enjoyed this book because it contained humor and seemed more interesting that other books about manners. It contained things that children might forget, such as eating with their mouths closed and sharing their toys.

The humor in this book was interesting. When the one little piggy remembers to eat with his mouth closed, his friend the rabbit says “I could watch that pig chew all day” (p. 5) and when the polite piggy compliments the wolf’s beautiful teeth the wolf thinks to himself “I guess I won’t eat him” (p.19)! These were subtle elements of humor, but were incorporated in a way that young children can appreciate.

I loved the illustrations in this book. They were definitely not muted colors and the illustrator utilized many different color combinations and several lines on each page to make the characters’ clothes and the backgrounds. She also used newspaper clipping with some paint over them to make certain parts of the animals’ bodies or clothing. This gave her illustrations a textured appearance.

Teaching Connections: A teacher could use this book with a Kindergarten class on the first day of school, or at least during the first week. She could read this book to her students and then ask them questions such as:

Why is it important for us to close our mouths when we eat?
Why should we share our toys?
Should the one little piggy have broken in line a the bathroom? Why not?
Is it important for us to clean up our toys after we are finished playing with them? Why?
Why should we speak kindly to others?

After this discussion, the teacher could then talk about the classroom rules and ask similar questions about why those are in place.

She could also use this book as a review of the rules after Christmas Break or anytime during the school year when the students seem to be forgetful of them.

What Students Learn: From this book and the activity students learn manners and about why they are important as well as about their classroom rules and their importance.

Image Retrieved From: http://www.holtzbrinckpublishers.com/images/Books/L/0805067698L.jpg

"Z Goes Home"

Z Goes Home
Written and illustrated by: Jon Agee
Published by Michael Di Capua Books/Hyperion in NY in 2003
ISBN: 0-7868-1987-1
Genres: Picture Book, Concept Book
Reading Level: Grade 1
Activity Level: Kindergarten

Summary: There are only thirty words in this book, but somehow that is just enough to make it very interesting! This is a book that teaches letters of the alphabet to young readers. Before the title page, readers see the letter "Z" leaving its spot as the "Z" in Zoo and heading home. Then, the author tells us all about each thing that the letter passes on his way home. Each beginning letter of a word that begins with the letter on that page is represented on that page by being incorporated into the illustrations. For example, the letter "P" stands for Palm, so the letter "P" is made by having the illustrations show the tree's leaves bending to make the curved portion of the "P!"

Response: I feel that I should explain why there are thirty words in a book that teaches about the alphabet. The last four words in this book are "Hey everybody, I'm home!," which "Z" says to his roommates--the other 25 letters of the alphabet! The humor of that is what makes me love this book.

Since I read Nothing by Jon Agee, I have become very excited about his books. This one is no less cute than the previous work of his that I have read. The words, though very few, have the ability to not only help students with their beginning letter sounds, but also to greatly increase their vocabularies. Some of the great vocabulary words Agee uses are: gargoyle, labyrinth, and xeroxes.

I really love the illustrations in this work as much as the words. Agee's way of incorporating the beginning letter of each word into a picture of that word is so creative! His artwork is very expressive, yet not highly detailed and his colors are muted greens, browns, blues, reds, and greys.

Teaching Connections: A teacher could use this book with kindergartners. She could read it to them on a Monday and have the unusual words within as the vocabulary words for the week, which she would quiz the students on on Friday. (Great children's level definitions are located in the back of the book.)

She could also give each student a paper with a die-cut letter on it and have that student look through magazines, newspapers, and maybe online throughout the week to find things that start with that beginning letter sound. When the papers are due on Friday, she could hang them up while the students are taking their short quiz on their new vocabulary words and the students would then have a visual representation of the alphabet and words that begin with them in their classroom!

What Students Learn: Through listening to their teacher read this book and doing this activity, students learn a plethora of new words as well as much about beginning consonant sounds.

Image Retrieved From: http://toyportfolio.com/Images/zgoeshome.jpg

"Goldilocks and the Three Bears"

Goldilocks and the Three Bears

Retold and illustrated by: James Marshall

Published by Puffin Books in NY in 1988

ISBN: 0-14-056366-0

Genre: Picture Book

Awards: Caldecott Honor Book

Reading Level: Grade 1

Activity Level: Kindergarten

Summary: This version of Goldilocks and the Three Bears is a retelling of the classic story. It is about this sweet girl, at least that is what some of the neighbors think, named Goldilocks who goes off to buy muffins at the request of her mother. However, she does not heed her mother’s warning not to go through the forest. While she is walking down the path through the woods, a family of bears is sitting in their house about to eat their breakfast porridge, but it is too hot, so they decide to go for a bike ride while it cools. While they are gone Goldilocks enters their house and tries the porridge herself, but Papa Bear’s is too hot, Mamma Bear’s is too cold, and Baby Bear’s is just right, so she eats all of it. Then she wonders around the house for a few moments and tries to find a suitable chair in which to sit, but has a similar problem as she had with the porridge as no chair sits just right and she breaks Baby Bear’s chair. She then proceeds to the bedrooms for a nap, but finds that the head of Papa Bear’s bed is too high, that of Mama Bear’s too low, and that of Baby Bear’s just right, so she falls asleep right before the bears return to find their house in a mess! When the bears discover Goldilocks, she awakens with a start and jumps out the window, never to be seen by the bears again!

Response: I really enjoyed this retelling of Goldilocks. I liked how this story talked about why Goldilocks was sent in the woods (it was a shortcut to get the muffins her mother sent her for) and that she actually jumped out the window at the end!

I also thought that the illustrations were creative. They were in muted tones, but told a story all their own. The shortcut through the woods was labeled with numerous signs waring Goldilocks and somehow Goldilocks seemed to miss all of the clues (many pictures on the wall) that she was in the bears' house. (She thought the family just had very furry cats!)

Teaching Connections: A teacher could do a text talk with her kindergarten class about this book. Below are the recommended questions for such an activity.

Teacher Comments and Questions:

Page 2: So, what is going on here? (Goldilocks’ mother told her not to take the shortcut through the forest because of the bears, but it sounds like she might not listen to her mother.)

Page 4: Charming means delightful or pleasing. So, what does it mean when the book says the bears’ house was charming? (That their house was delightful or pleasing in appearance.)

Page 7: Scalding means extremely hot. So, when the book says Papa Bear’s porridge was scalding, what does that mean? (That means that it was very hot.)

What has happened at the bears’ house so far? (They have tried to eat the porridge, but it was too hot, so they decided to go for a ride on their bikes until it cooled.)

Page 8: The book says “She walked right in without even bothering to knock.” What does this tell us about Goldilocks? (Goldilocks is not a very polite girl.)

Page 10: What did Goldilocks find out about each bowl of porridge? (That in the largest bowl porridge was too hot, that in the next bowl was too cold, but that in the smallest bowl was just right.)

Page 14: What is going on here? (Goldilocks is trying all the chairs in the house to find one that she likes, but one is too hard, one is too soft, and she is too big for the smallest chair and breaks it!)

Page 18: Now what has happened? (Goldilocks tried all of the beds until she found one that was just right for her and went to sleep.)

What is the big problem here? (The bears have just come home, but Goldilocks did not hear them, so she could be in trouble.)

Page 20: Scarcely means barely. So what does it mean when the book says that the bears could “scarcely believe their eyes”? (That they could barely believe what they saw.)

What happened when the bears returned? (They found the porridge that Goldilocks had tasted and discovered that she had eaten all of Baby Bear’s porridge.)

Page 23: Smithereens means all to pieces. So, what does the author mean when he writes that Baby Bear’s chair was broken to smithereens? (He means that is was broken all to pieces.)

Now what has happened? (The bears have found the chairs that Goldilocks sat it and Baby Bear finds out that she broke his chair.)

Page 27: Oh no! Now what has happened? (Baby Bear has found Goldilocks still asleep in his bed.)

What is the big problem here? (Goldilocks is not supposed to be in the bears’ house and now she could be in real danger!)

Page 29: Pause after the sentence “But before the bears could demand a proper explanation, Goldilocks was out of bed, out the window, and on her way home.” Then say: this page says that “Goldilocks’ eyes nearly popped out of her head.” What does this tell us? (This tells us that she was very surprised and scared that the bears were back and caught her taking a nap.) Now, continue reading the remainder of the book.

Follow-up Questions: What do you think that Goldilocks learned from her experience? (She learned that her mother was right about the bears in the woods and that she should be more careful next time and also listen to her mother.)

What do you think about what Goldilocks did? (I think that it was rude of her to go into the bears’ house without asking, eat their food, break their chair, and sleep in their bed!)


Vocabulary Lesson:

Charming: When we are first told about the bears’ house, the book says that it is charming. (Charming means delightful or pleasing.) Say charming.

Which is charming?

§ A cute cottage in the woods or an old rusty car? (The cute cottage)
§ A brand new puppy or having to take out the garbage? (The puppy)
§ Someone with good manners or someone without them? (Someone with good manners)

Scalding: When Papa Bear first tasted his soup, he said that it was scalding. (Scalding means extremely hot.) Say scalding.

§ Would you say that the sun is scalding or the moon is scalding? (The sun)
§ Would you say that a stove is could be scalding or a refrigerator could be scalding? (A stove)
§ Would you consider the temperature in July scalding or that in January? (July)

Scarcely: When the bears returned they could scarcely believe what they saw in their house. (Scarcely means barely or hardly). Say scarcely.

Let us talk more about this word.

Which would you be scarcely able to believe?

§ That an elephant was in your living room or that you would have fun on a field trip to the zoo? (The elephant)
§ That you were going to have pizza for lunch today or that you would have a fancy lunch with very expensive food and cloth napkins? (The fancy lunch)
§ That you will get a new puppy for your birthday or that you will probably have homework tonight? (The new puppy)

Smithereens: The book says that Baby Bear’s chair was broken to smithereens. (Smithereens means all to pieces.) Say Smithereens.

§ Would you say that a toy was broken to smithereens if it was cracked or if it was smashed on the floor? (Smashed.)

§ Would an egg be broken to smithereens if it was dropped from a ladder and had a mini parachute attached to it, or if it was dropped from an airplane without one? (If it was dropped from the airplane.)

Gobbled: The book says Goldilocks gobbled her porridge, so what does that mean? Gobbled means eating something very quickly. Say Gobbled.

Would you gobble a pizza or a bookbag (pizza)

Would you gobble a tree or a bowl of soup? (soup)

Would you gobble a piece of cake or a bike? (cake)

Vocabulary Review: charming, scalding, scarcely, smithereens, and gobbled:

§ Would a crocodile be charming? (No.)

§ Would you consider a room that was 110 degrees scalding, or one that was 20 degrees? (110 degrees)

§ If you were so surprised that you could barely believe something would it be very believable or scarcely believable? (Scarcely believable)

§ If you found something broken into many pieces would it be broken slightly or broken to smithereens? (Broken to smithereens)

Would you gobble a piece of pie or a guitar? (pie)

What Students Learn: From this book and the text talk, students will learn about the importance of listening to their parents and gain skills in constructing meaning from text.

Image Retrieved From: http://www.valdosta.edu/~tbhillia/goldilocks.jpg

"Nothing"

Nothing

Written and Illustrated by Jon Agee

Published by Hyperion Books for Children in NY in 2007

ISBN: 978-078683694-9

Genre: Picture Book

Award: Publisher's Weekly Best Children's Book, 2007

Reading Level: Grade 1

Activity Level: Grades 2, 4

Summary: This is a book about a woman who becomes obsessed with buying nothing, until she realizes that there are some things that she needs. One day, almost at closing time, a shopkeeper sees a very wealthy woman coming toward his store, when he tells her he has nothing to sell, she asks him how much he wants for it. Although perplexed, he sells her nothing for $300, which is the amount she offers to pay him. The shopkeepers, including Otis, could not believe what had happened! The next day the woman returns to buy more of nothing, but Otis refuses to sell her nothing, so she goes elsewhere. All of the other shopkeepers are very willing to sell her nothing and the townspeople are so intrigued by what the woman is doing, they begin looking for nothing to buy as well. They are so eager to have nothing that they throw all of their old things away to make room for it. These things eventually end up in Otis’ store. However, things change when the woman, Suzie Gump, takes a bath, but has no towel to dry off with, so she goes in search of something. She then buys everything in Otis’s store. When another man comes into his store at closing time that day as asks what is for sale, Otis pushes him away because he does not want the “nothing” frenzy to return to the town!

Response: I really like the humor in this book. The entire story is just full of it--from the insane idea of buying nothing to Otis pushing the final shopper out the door to alleviate the return of the town frenzy.

The illustrations in this book are very good. They are not detailed, but show just enough detail to be interesting. Nearly all of them are double-page spreads filled with bright and muted colors. Instead of making characters look exactly as people would look with details, he uses various shapes to make noses and faces that make each character look different, but not overdone.

Teaching Connections: A teacher could use this book in her second grade classroom. She could do the text talk lesson that I did. Here are the questions and answers for that lesson:

Teacher Comments and Questions:

Page 1: Antique means very old. So, what does it mean when it says that “Otis had just sold his last antique”? (That means that he had just sold his last very old item.)

Page 2: Baffled means surprised. So what does it mean when the book says that Otis was baffled when Suzie offered to buy “nothing?” (It means that he was surprised.)

What is going on in the story so far? (Suzie Gump has walked in Otis’ store at closing time and wanted to buy nothing from him, which is surprising to him.)

Page 3: Ridiculous means crazy or strange. So, what does it mean when it says that Otis thought buying nothing was ridiculous? (It means that he thought it was crazy.)

What did we just find out? (Suzie is excited about buying nothing because she has had many things, but she has never had nothing!)

Page 7: What is going on here? (Some other shopkeepers have just found out that Otis sold nothing to Suzie and she paid $300 for it. They were surprised because they had never heard of anyone buying nothing before and things like that “only happen in the movies.”)

Page 8: Now what is happening? (The other shopkeepers are very eager to sell “nothing” for money.)

Page 13: Frenzy means that there was a lot of commotion and chaos. So, what does it mean when the book says the town was in a frenzy? (It means that it was chaotic.)

What do we now know? (The whole town wants to and is buying nothing because Suzie finds it so appealing.)

Page 16: What did we just find out? (Everyone has thrown their old things away to make room for their new “nothing and everyone’s old “stuff” is now in Otis’ store.)

What is the big problem here? (The problem is that now everyone wants nothing, not something, so Otis will not be able to sell his things.)

Page 23: Oh, no! Now what has happened? (When Suzie wanted to get out of her bathtub, she realized that she did not even have a towel to dry off with, a bathrobe to put on, or a car to drive into town in, so she decided to walk to town.

Page 28: So, what is going on here? (Suzie just went to Otis’ shop and bought everything he had!)

Page 30: What just happened? (A customer walked into Otis’ store at closing time when he had nothing to sell and Otis pushed the customer out the door.)

Follow-Up Questions:

Why might Otis have pushed the gentleman who came into his store when it was empty back out the door? (He probably did this because he did not want another frenzy to begin in town again like the one that started because Suzie walked into his store when it was empty.)

Explain why you either agree or disagree with what the other shopkeepers did (trying their best to sell to Suzie when they learned she wanted to buy nothing). (I do not think what they did was right because they took Suzie’s money and gave her nothing. Even though that is what she wanted, they should have known it was the wrong thing to do, like Otis did.)

Why did all of the townspeople do what Suzie did? (Because she was rich and they thought that since she was rich, she might have seen an opportunity somewhere that they might miss if they did not do as she did.)



Vocabulary Lesson:

Antique:

The book said “Otis had just sold his last antique.” An antique is something that is very old. Say antique.

Which of the following are antiques?

§ A car from 1908 or a book bag you have had for one year? (The car.)
§ Your great-great grandmother’s earrings or the bike you got for your last birthday. (The earrings.)
§ Your new basketball or your great-grandmother’s necklace?

Baffled:

The book says Otis was baffled by Suzie Gump’s decision to buy nothing. Baffled means surprised. Say baffled.

§ What is the difference between being baffled and understanding? (Those words are antonyms; they mean the opposite of one another.)
§ What is the difference between being baffled and knowing information about something? (Those words are antonyms too!)
§ Is there a difference between being baffled and being confused? (No; those words are synonyms; they mean the same thing.)

Ridiculous:

The book said that Otis thought buying nothing was ridiculous. Ridiculous means crazy or strange. Say ridiculous.

§ What things, words, or situations do you think of when you think of something as being ridiculous? (I think of a cow on the roof of my house and the words crazy and strange.)

Frenzy:

The book said that the town was in a frenzy. Frenzy means there is a lot of commotion or chaos. Say frenzy.

§ Describe a time when you would see a frenzy. (You could see a frenzy of people if you go shopping the day after Thanksgiving.)


Vocabulary Review: antique, baffled, ridiculous, and frenzy
§ Which is an antique: The chair your grandfather was rocked in when he was little, or your ipod? (Chair)

§ Would you be baffled if I came to class with orange hair or if you had lunch in the cafeteria today? (Orange hair.)

§ Would you think it was ridiculous to put gas in a car or eat while standing on your head? (Eat while standing on your head.)

§ Do you think it would cause a frenzy if gas prices became $10.00 per gallon, or if the cafeteria began putting napkins on all the tables? (Gas prices.)

A teacher could also use this book with fourth graders. She could read it to them and then have each of them write their own similar "books" or just a few pages about the words "Something," "Everything," "Always," "Somewhere," etc.

What Students Learn: From this book and the activities, students can increase their vocabularies, hone their comprehension skills, and gain a better understanding of similar words such as something, everything, etc.

Image Retrieved From: http://www.embracingthechild.com/bsnothing.jpg

"Frog Legs"

Frog Legs
Written by: George Shannon
Illustrated by: Amit Trynan
Published by Greenwillow Books in NY in 2000
ISBN: 0-688-17047-1
Genres: Picture Book, Poetry, Concept Book
Reading Level: Grade 1
Activity Level: Kindergarten

Summary: This is a book written in action verse. It is a collection of poetry that is fun and also teaches concepts such as the alphabet and numbers. Each page or two-page spread has a different poem that could be incorporated into a classroom setting. There is no specific theme, but the poems in this book range in topic from splashing through puddles, to Cancan dancing, to hopscotch, Trick or Treating, three-legged racing, and balancing. The poems use these things as topics for the verse and are all about getting children to be active while reading or hearing something read, by dancing and playing while reading or listening to these poems. All of the illustrations are of adorable frogs dancing and playing, so children would love this book!

Response: I really like how the poems in this work can teach children. Certainly, not all of them provide introductions to concepts, but those which do are remarkable! I love that when you read this book you can feel the meter, which is very important in working with children because they will be able to feel it too and that will make the poems very exciting to them as well.

The illustrations of frogs in this book are so cute! The illustrator used milar paper and acrylic paints to create very animated creatures. Their hands and feet are flying everywhere in the images. The illustrations are mostly single-page spreads, except in the case of a couple of the longer poems, which needed, and received, more illustration. The illustrator also alternates between white and colored backgrounds to keep reader interest and uses a multitude of muted colors to create this work.

Teaching Connections: This book would be great for a kindergarten classroom! A teacher could read a poem from this book and have materials present for students to act out the parts. The "Flair Dance," for example, is perfectly written to sound great as a narrator reads it while children do the dance, which is somewhat like what occurs in square dancing.

With the poem "May Pole," in which children wrap colorful ribbon around a pole, a teacher could have a straw for each student along with some tape and colored ribbon and they could each make their own may pole as the teacher reads the poem.

"Jumpabet" could be performed outside with children in groups with a jump rope. It would help them learn their alphabet and be physically active at the same time!

"Just Like Me" would allow students to move around and follow the leaders, just as the poem requests, while also doing the movements of birds, and moths, etc, that are in the poem.

What Students Learn: From this book and the activities the students learn about poetry, their numbers, their alphabet, and are physically active in the jump rope and follow the leader portions of the activities.

Image Retrieved From: http://ak.buy.com/db_assets/prod_images/758/30563758.jpg

"Spicy Hot Colors/Colores Picantes"

Spicy Hot Colors/Colores Picantes
Written by: Sherry Shahan
Illustrated by: Paula Barragán
Published by August House Little Folk in Little Rock, Arkansas in 2004
ISBN: 0-87483-741-3
Genre(s): Picture Book, Concept Book
Reading Level: Grade 1
Activity Level: Kindergarten

Summary: This is a concept book that teaches colors in both English and Spanish as well as some about the customs of the Hispanic culture through the things that represent the colors. On each two-page spread one color is being taught and there is a two stanza poem about something that is that color. The author writes about the item of that color and then describes that object or custom. Sometimes the author even uses onomatopoeia words to describe. At the end of each poem the author writes, in big, bold capital letters, the color represented and its Spanish equivalent.

Response: I really like that this is a concept book that teaches many concepts! It not only helps students learn about their colors in English and Spanish, but also introduces them to poetry! I also like that this book, when comparing colors to things, makes those connections to things in the Hispanic culture, like iguanas, chili sauce, corn, castanets, and the day of the dead.

One thing that surprised me about this book was that the color brown, that I learned as café, is now called pardo, a word I have not ever heard. Even I was able to learn something from this book!

Because this is a concept book about colors, the illustrations in this book are very vibrant. They are very simple, yet very striking. In most cases the entire page, as the background for the illustrations, is covered in a deep shade of whatever color is represented in the words on that page. (In other cases, there are also complimentary colors present in the background to make the illustrations in the color being reviewed, stand out more.)

Teaching Connections: A teacher could use this book with kindergartners to help them with their colors as well as to help introduce them to color words in Spanish. The teacher could get several musical instruments, or read this book to her students in the music room where she would then have access to those instruments, and then assign a student a sound and have that person choose an instrument to make the sound. When each child has at least one instrument to use to make a sound, the teacher should read the book again so that the students can help in the storytelling process by making the sounds described in the book.

What Students Learn: From this book and the activity students learn color words in English and Spanish as well as a little about the concept of poetry, use of adjectives, and the customs of Hispanic cultures. They also learn about rhythm and musical instruments!

Image Retrieved From: http://www.bilingualbooks.com/mas_assets/thumb/883.jpg

" Metropolitan Cow"

Metropolitan Cow
Written and illustrated by: Tim Egan
Published by Houghton Mifflin Company in NY in 1996
ISBN: 0-395-73096-1
Genre: Picture Book

Award: Parent's Choice Gold Award
Reading Level: Grade 4
Activity Level: Grade 2

Summary: This is a book about a cow, who has just moved to the city, becoming friends with a pig who loves to roll around in the mud. The cow's parents tell him he is much too dignified to roll in the mud like the pig, but the young calf does not totally understand this. Even though the two families become somewhat at odds, they reunite and become friends after Bennet (the cow) runs away after being scolded for getting into the mud and his friends, Webster (The pig), helps find him. This is such a cute story for young readers and students in the lower elementary grades to jump into exploring commonalities and differences between their classmates and themselves.

Response: I really liked the story of this book. I think that having the story be about a cow and a pig was a good idea because it makes the book seem less explicit in its teaching methods. I think implicit ways of teaching students things works much better because it, in this case, is a lesson presented to them in story format, which they are much more likely to remember in the future.

The illustrations in this work are very different. Every illustration, except for the first and last ones, are 1.5 page spreads and then text is located on the white-space on the left side of the left page. The colors are very muted and most of the pigs and cows look alike, but their clothing distinguishes them. I think that these illustrations, though good, would be VERY confusing to a child. The cows and the pigs in this book are both pink and I would be afraid, even with the title of the book, that children would think all the characters were pigs, so I believed that part of the story's point was to get children to not rely on the pictures, which would have been a great idea, but, in reality, it was just the illustrator's choice of colors that makes the illustrations slightly confusing for readers.

Teaching Connections: This book could easily be used with a second grade class to teach about everyone's differences. After the teacher reads this book to her students, they will each be given a Bingo sheet/piece of paper that will have a commonality or dissimilarity between them an others on it. For example, one space might say same eye color and another might say different hobby. The teacher would go over each of the squares on the paper and then have students find others with either a similarity or difference, as the square says, between them and another person and then write that person's name in that square. The first person to get their whole card filled up (they would be playing full-card Bingo) would win a piece of candy or a homework pass, etc.

This book could also be used with this age group to greatly increase their vocabulary. This book could be read to them on a Monday and then the students could fill out their vocabulary sheet that day after the teacher talks about words such as: metropolitan, fortunate, prominent, socialites, and dignified. The teacher could have a review of these words each class day and then give the students a test or quiz on these words at the end of the week.

What Students Learn: From this book and this activity students learn to be accepting of one another despite everyone's differences and also gain much vocabulary. The activity would also help them get to know their peers at the beginning of the school year and would help increase their social skills.

Image Retrieved From: http://www.thebestkidsbooksite.com/reading/mbookpict/metrocow.jpg

"Front Porch Tales and North Country Whoppers"

Front Porch Tales and North Country Whoppers
Written and illustrated by: Tomie dePaola
Published by: G. P. Putnam's sons in NY in 2007
ISBN: 978-0-399-24756-5
Genre: Picture Book, Traditional Literature
Reading Level: Grade 4
Activity Level: Grades 2, 4

Summary: This is a book that contains a collection of folk tales from several of the New England states. The work is divided into the seasons and contains several folk tales from each season in every section. These are tales that have happened to the author, or just ones that he had heard told. Several of the stories in the book begin with truths about the occurrences in the story. For example, the last story in the book is about the dividing line between Vermont and New Hampshire, so the story begins with some background information about the conflict so as to give readers a context for the story. This work gives an interesting representation of states in the area that could not have been accomplished were it not written in this style!

Response: I really like the idea behind this book. I think that it is a very good book for talking about the seasons and that it teaches its readers a little about the people of the New England states, their weather, and how they think. In terms of the somewhat strange vocabulary that is used in this book, I also appreciate the glossary in the back of the book!

The illustrations in this book are somewhat cartoon-like. Each person in the pictures has a very distinct face shape and most everyone has the same stature. The clothes and the settings are what changes throughout the book. Since the book is divided into seasonal sections, at the beginning of each new section, there is a full two-page spread of illustrations representing that season. Then, on the subsequent pages there are illustrations that surround the words to help illustrate the stories. Also, in each seasonal section, there is a "cartoon strip" detailing something humorous that happened or could happen in the New England states in that season.

Teaching Connections: With second graders a teacher could read a tale to her class and could project the book from a document scanner/projector (or make copies for her class if it does not violate copyright laws) and have them either call out spelling "mistakes" to her or circle and correct them on their own, so that they can learn about the differences in dialects and how to still attain meaning from print, even that which is different from the traditional.

With a fourth grade class this book could be used to introduce them to the concept of folk tales, which, in North Carolina, they are supposed to learn about during that year of school. The teacher could read several of these to her class each day and encourage her students to find these on their own as well. Each student could find a book or take notes on a story they hear from their family that qualifies as a folk tale, and recite and discuss this with his class.

What Students Learn: From this book and the provided lessons students can learn about folk tales, gain vocabulary while also gaining knowledge about regional dialects, as well as be able to determine what constitutes a folk tale.

Image Retrieved From: http://img2.libreriauniversitaria.it/BUS/300/754/9780399247545.jpg

"Go!"

Go!
Written and illustrated by: Daniel Kirk
Published by Hyperion Books for Children in NY in 2001
ISBN: 0-7868-0305-3
Genres: Picture Book, Poetry, Song Book
Reading Level: Grade 2
Activity Level: Grades K, 2, and 4

Summary: This book is a collection of poems about everyday life. Some are about things children like, such as rollerblading; planes, trains, and automobiles; and skateboarding. Others are about the cars parents drive, polar bears and their skates, and long rides home from weekend vacations. Still others are classic songs like "I've Been Working on the Railroad!" There is also a CD with this book for sing-alongs.

Response: I like that this book is interactive from the beginning, since it has lots of songs and poems and comes with a CD. I also really like some of these creative poems/songs! Some of my favorite titles are: "Grandpa's Motorized Wheelchair," "My Old Man Drives a Minivan," "Mamma's Motorcycle," "Hippos on the Subway Train," and "Sammy's Bathtub Submarine." With titles such as those, how could you not want to pick up this book and read it to your class?

I found it interesting that the illustrations in this book seemed to make the words secondary in that the illustrations are really what capture the attention of readers much moreso than the words, simply because of their amazing detail and creative style. In the author/illustrator's note it says that he used oil and watercolor paints, pastels, charcoal, and colored pencils, as well as cut-paper and photo collage, and Sculpey clay! This illustrator really used his imagination on this book!

Teaching Connections: I can absolutely see this book being used in a Kindergarten classroom. A teacher could read one of the songs or poems to her students and then project the book, using a document scanner/projector, onto the board and finger-point read it again along with her class. Then, they could learn about sentence structure by discussing nouns, verbs, rhyming words, etc, and circling and underlining those words in the poem or song!

A second grade teacher could also play the CD for her class and get a set of these books and have her class finger-point read along with it.

I could also see this book being used in a fourth grade classroom. Some of the poems are too juvenile for fourth graders, but others are just cute and funny enough to be sufficient for their grade level, such as "Mamma's Motorcycle," "Skateboard Dream," and "My Old Man Drives a Minivan." The teacher could read these poems/songs as examples and/or have the children listen to them and then pick a topic in their lives that interests them such as rollerblading or traveling, and then have them write a rhyming poem about that.

What Students Learn: From this book and the activities students learn about rhyming words, nouns, verbs, and the concept of song. They also gain better reading and writing skills.

Image Retrieved From: http://ecx.images-amazon.com/images/I/51N848DAQDL._SL500_AA240_.jpg

"Turtle in the Sea"

Turtle in the Sea
Written and illustrated by: Jim Arnosky
Published by G. P. Putnam's Sons in NY in 2002
ISBN: 0-399-22757-1
Genre: Picture Book
Reading Level: Grade 2
Activity Level: Grade 2

Summary: This book takes reader on the journey with a sea turtle. Readers learn about all of her trials and tribulations with sharks, fishermen's nets, boats, and waterspouts and her ability to survive despite these immense challenges. The story leaves us with her laying her eggs on the shore. Her babies eventually hatch and venture out to sea themselves to face the same trials their mother has.

Response: I have loved turtles since I was very little and even had a tarpin as a pet at one time, so this was a book I just had to read! I think turtles are just such remarkable creatures. I really like that this book shares the struggles of the turtle's life with its readers because I often think they are almost invincible because of their strong, protective shells. But, in reality, they have trials just like all other animals!

The illustrations in this book, also done by the author, make one feel as though she is in the water with the turtle. They are very colorful, as every illustration has yellow around the edges, so that is jumps off the page at the reader. Mr. Arnosky uses many pinks, purples, and blues to achieve illustrations that truly capture the audience's attention. Many of the illustrations are single-page spreads, but those which are double-page spreads are over-sized drawings of the sea turtle herself!

Teaching Connections: I think this would be a great book to read to second graders. After the teacher read this to her students, she could lead into a discussion about animals habitats and life cycles, about which students in North Carolina are supposed to learn in the second grade. This website can be of much assistance--click here. (Click on teachers, then sea turtle adventure.)

What Students Learn: From this book and subsequent activities students can learn all about sea turtles and their habitats and life cycles.

Image Retrieved From: http://ecx.images-amazon.com/images/I/51PR94Z06GL._SL500_BO2,204,203,200_PIsitb-dp-500-arrow,TopRight,45,-64_OU01_AA240_SH20_.jpg

"Shake It, Morena!: and Other Folklore From Puerto Rico"

Shake It, Morena!: and Other Folklore From Puerto Rico
Written by: Carmen T. Bernier-Grand
Illustrated by: Lulu Delacre
Published by The Millbrook Press in Brookfield, Connecticut in 2002
ISBN: 0-7613-1910-7
Genres: Picture Book, Informational Text
Reading Level: Grade 4
Activity Level: Grade 2

Summary: This book is a collection of folklore from Puerto Rico. It includes songs, riddles, stories, snacks, and math lessons in both English and Spanish. This collection is from the author's personal experiences as a child who grew up in Puerto Rico. Each page has a new idea for one of the aforementioned activities and suggestions for and/or information about the activity. In the back of the book there is even sheet music for several of the songs in the book, which the teacher could play on a keyboard or piano while the children sing along!

Response: I really like how this book gives the opportunity to bring the Hispanic culture into the classroom in ways that students can actually learn from it within the curriculum! With nearly all of the book's activities there is an explanation about it that can give teachers and students more information about the culture of Puerto Rico.

The illustrations in this book are done in such a way that they do not disrupt the activities and games in the work, but where they can help explain the activity and show readers illustrations of people doing these activities. Most of the time these illustrations are not full pages of color, like in some books, but, rather, they are done on white backgrounds with vibrant colors just to keep the lessons interesting enough for the reader to want to turn the page.

Teaching Connections: I think this would be a great book to use with second graders because at that age they are interested many things, cultures includes, and they love to run and jump and be active, so these songs and games would be great for them. As the author suggests, the activities in this book can be implemented into the math, social studies, science, writing, reading, and physical education parts of the curriculum. A teacher could teach a little about culture in general and then, more specifically, about Puerto Rican culture. The latter of which could be done solely through her choosing of several of the activities to do with her students throughout the week. It might also be fun to find books like this from other cultures, if there are any, and use them as part of an entire cultural unit!

What Students Learn: From this book and the activities within, students learn about culture and, more specifically, the culture of Puerto Ricans and how their culture is similar and different from our own.

Image Retrieved From: http://www.childrensbookguild.org/images/delarce_shake.jpg

"Do I Have a Daddy?"

Do I Have a Daddy?
Written by: Jeanne Warren Lindsay
Illustrated by: Jami Moffett
Published by Morning Glory Press in Buena Park, CA in 1991
ISBN: 1-885356-63-3
Genres: Picture Book, Informational Text, Realistic Fiction
Reading Level: Grade 1
Activity Level: Kindergarten

Summary: This is a book about a little boy whose friend tells him he does not have a daddy. He asks his mother if he does have one and she explains that he does have a daddy and that they were just too young when he was born to get married. The mother reiterates that the boy's father loved him very much and that it was not his fault that he had gone away. She also explains that if she gets married one day, that that man will be the little boy's father, but that right now it is important for him to play with his uncle and his grandfather .

Response: I think that perhaps having this book in the classroom could be somewhat controversial because there is a fine line between being a good teacher and overstepping one's boundaries. However, I think that it is very important for students to be exposed to lifestyles different from their own and to be exposed to a book that may discuss a situation similar to their own. I believe that it is the parents right and responsibility to teach their child about their family situation, but that exposure to this book is the right step in helping other children be excepting of their peers in school.

I love that in the back of the book there are notes for single parents about what is important to teach one's child about their family situations. It includes information for divorced parents, never-married parents, parents explaining the "totally absent father," the importance of being honest and stressing the positives, making sure the child is reassured, and knowing one's own feelings about the situation. It also gives information about how to know when is the right time to talk, why not to cover up the situation, what to do if the father returns, why male role models are important, and how to make the best use of this book.

The illustrations in this book are textured drawings with smeared colors. They are all single-page spreads and some are very detailed, even showing the lines on the grandfather's face. I love that the background of the illustration of the boy and his mother in the kitchen is the refrigerator with the child's drawings clipped to it! Little details sometimes make a big difference.

Teaching Connections: I think that this book could/should be read to a Kindergarten class. It should be the beginning of a lesson about different types of families. The teacher should research these common types of families such as: whole families, single-parent families, families of children being raised by grandparents, etc, and discuss some of these with the children and express that, although they are all different, they are all families and they are all great situations to be in because there is love in the family. The teacher should also emphasize acceptance of all types of families and remember to NEVER single a child out to talk about his or her family.
(Note: The teacher could also bring other books in this series into her classroom, either to read or just to have on a shelf in case a situation arises that she could use them.)

What Students Learn: From this book and the activity children will learn about different types of families and how to be accepting of each of them.

Image Retrieved From: http://www.morningglorypress.com/catalog/images/DoIHaveDaddy_4c.jpg

"Right Here on This Spot"

Right Here on This Spot
Written by: Sharon Hart Addy
Illustrated by: John Clapp
Published by: Houghton Mifflin Company in Boston in 1999
ISBN:0-395-73091-0
Genres: Picture Book, Informational Text, Realistic Fiction
Reading Level: Grade 3
Activity Level: Grades 1, 4

Summary: This book is about what has happened on a grandfather's farm in the past. It is about finding a Civil War soldier's lost button, a large bone from an extinct animal, and a Paleo-Indian's lost arrowhead. It provided readers with an interesting history about the time of these Native Americans and what the world was like when they lived there as well as some introductory information about the Civil War. It is about past times and the appreciation we should have of them.

Response: I really like that this book talks about the past and makes readers guess what has been found before it tells them directly. I think that it will increase the inquisitive nature of the students who hear or read this story as well as encourage them to share stories of what they have found in their backyards.

The illustrations in this book are very beautiful. Most of the double-page spreads have a white frame around the illustrations and white spaces on each side of the frame where the story is written and where there is usually another smaller black and white sketch of something related to the story. A lot of the illustrations are in dark colors that really express the the sadness of the loss of Indian traditions and soldiers in the Civil War. The illustrations closer to the end of the book are in brighter colors and are very detailed, especially the one on pages 21-22, which includes all of the things one might traditionally find in a grandmother's house. The hands on pages 23-24 are also drawn with amazing detail.

Teaching Connections: To use this book in a first grade classroom a teacher could read this book to her class and ask questions throughout to encourage her students' thinking skills. For example, when the book talks about the glacier melting, the teacher could ask what concept the author might be referring to (global warming), and when the story talks about a soldier losing a button, she could ask in what war the students think he might have fought in and help them with their answers by making note of some context clues, since, at that age, they may not know. She could also ask what animal the bone found in the story might have come from. (Note: the teacher will have to define what a mastodon is and should read the historical note to her class after she reads the book to them.)

To use this book with a fourth grade class, the teacher could read it to her students and then have them research this group of Native Americans or the Civil War and make a short presentation to the class about their findings.

What Students Learn: From this book and the subsequent activities students learn about the Paleo-Indians, the Civil War, and gain skills in story prediction.

Image Retrieved From:http://www.giantstepsbooks.com/images/picks/righthere_sm.jpg

"Verde dice adelante/Green Means Go"

Verde dice adelante/Green Means Go
Written by: Susan Ring
Adapted Translations by: Gloria Ramos
Photographs by: Various
Published by Red Brick Learning in Bloomington, Minnesota in 2006
ISBN: 0-7368-6021-5
Genres: Picture Book, Informational Text
Reading Level: Kindergarten
Activity Level: Grades K and 1

Summary: This book introduces English as well as Spanish-speaking children to some of the rules of our country and our culture. It talks about traffic lights, the importance of bicycle and bus rules, and why they are they (in order to keep us safe). It does not go in-depth into the rules, but makes a case for their importance and provides the opportunity for teachers to teach these rules. It is a level A social studies book for young readers.

Response: I really wish this book would have gone more in-depth with some of the rules they say are important for us to have. I think maybe the book is supposed to be an introduction into the rules that the teacher would then teach (which is actually the activity I suggest below).

The photographs in this book are of actual children riding their bikes and getting on the bus as well as of trains and traffic lights, so it helps children see exactly what these things look like in real life so they can easily identify the stop signs and lights, etc.

Teaching Connections: This book could be used in a Kindergarten classroom to help introduce all the children to the rules. The teacher could read the story once in English and once in Spanish to her students and then go back, page by page, and ask the students if they know what the rules are for the situation. (She could also then move into discussing the classroom rules as well.)

This book could also be used with an ELL who is on a Kindergarten or first grade reading level. The teacher could work one-on-one with this child and have him read the book in his primary language and then in English. Then, she could ask the student about those rules.

What Students Learn: From this book and the activities children have the opportunity to learn or review safety rules related to school and traffic, learn some English or Spanish, and possibly learn some the classroom rules as well.

Image Retrieved From: http://www.reviewscout.com/images/Q/02409a800d9bc61f0e0ceadb59363704/0736860215.jpg

"My Truck is Stuck"

My Truck is Stuck

Written by: Kevin Lewis

Illustrated by: Daniel Kirk

Published by Hyperion Books For Children in NY in 2002

ISBN: 0-7868-0534-X

Genres: Picture Book, Concept Book

Reading Level: Grade 1

Activity Level: Kindergarten

Summary: This is such a cute book about a truck driver's truck getting stuck in a pothole on the highway. Cars and trucks of various engine sizes attempt to help the stuck truck driver out of the hole in this story. Meanwhile, several prairie dogs "help" him by decreasing the load he is carrying (by taking the driver's bones from his truck). As each vehicles comes to help the driver, the book makes a point to count how many engines are then pulling the truck in order to help children increase their familiarity with the numbers 1-5.

Response: I love that this book takes special care to point out and have children count how many engines are pulling the truck. It will certainly help them learn their numbers from one to five. I also really like that the book is written as a rhyming, somewhat rhythmic, poem because I think that makes it more interesting to younger children.

The illustrations in this book are very vibrantly-colored textured works with a good deal of detail in each one. Each of them, except for the last one, is a double-page spread, which, along with the sing-songy words of the book, make the story go very quickly.

Teaching Connections: A teacher could use this book with Kindergartners to help them increase their knowledge of rhyming words, through having the story read to them, and learn about their numbers, one through five. She would have previously drawn and colored or printed pictures of each of the vehicles in this book before she reads it to her class. Then, she would give the vehicles to a student and have him or her put that picture on the board as she read the accompanying page. Each student with a vehicle would have to count the previous vehicles until the story is completed.

What Students Learn: From this book and the coordinating activity students learn about teamwork, rhyming words, and the numbers from one to five.

Image Retrieved From: http://www.linktoafrica.com/product_images/3_30987595.jpg

"The Rusty, Trusty Tractor

The Rusty, Trusty Tractor
Written by: Joy Cowley
Illustrated by: Oliver Dunrea
Published by Boyds Mill Press, Inc. in Honesdale, Pennsylvania in 1999
ISBN: 1-56397-565-3

Genres: Picture Book, Realistic Fiction
Reading Level: Grades 3-4
Activity Level: Grades 2 and 4

Summary: This is a story about a grandfather, his grandson, and his grandfather's tractor. A salesman comes to the grandfather's farm at the beginning of the book and wants Grandpappy to buy a new tractor from him because Mr. Hill (the salesman) does not believe that his will last through the growing season. Grandpappy goes to visit Mr. Hill's store, but is not interested in buying, so Mr. Hill says he will give Grandpappy one jelly doughnut for every acre his tractor plows that year. The tractor does well throughout the season and is able to pick up all the bales of hay before the rains come and Mr. Hill, though very surprised, brings Grandpappy his jelly doughnuts. In the end, Grandpappy's tractor even saves the day when it rescues Mr. Hill's car from the mud!

Response: I really like how Joy Cowley focuses her book more on the fact that new and shiny is not always better. It shows children that they should appreciate what they have. This book even gives reasons for Grandpappy not buying a new tractor such as, he does not need a radio because he whistles, he does not need heat or air conditioning because if the weather is too cold, Grandpappy puts on his coat and if it is too hot, he takes it off! Also, Grandpappy does not need a new fancy engine on his tractor because with his old one he can just fix it himself with wire!

The illustrations in this book are very realistic-looking and the expressions on Grandpappy's face are amazing! When I read about Grandpappy's expressions, the ones pictured in the book are exactly what I imagined would be on his face. The tractors and equipment are also very well drawn with much detail. (Boys would love this book.)

Teaching Connections: In a second grade classroom a teacher could read this book to them and then, as a class, create a chart on the board with very descriptive words that depicted each of the three characters in the book. This would greatly increase their imaginative use of adjectives.

With fourth graders, the teacher could read this book to them and then have them write a response to how Grandpappy felt about his tractor, either as a poem or just as Grandpappy thinking to himself.

What Students Learn: From this book children learn that new and shiny is not always better. Sometimes, what one has needs to be appreciated because it is valuable and useful. It may not be the top of the line, or even beautiful, but children and adults should not negate things that work just because of that. Children also begin to learn about various pieces of farm equipment from this book.

From the activities, children can learn adjectives and increase their creative writing abilities, in second and fourth grades, respectively.

Image Retrieved From: http://www.boydsmillspress.com/coverimages/large/978-1-56397-565-3.jpg

"el verano"

el verano
Written by: Carme Solé Vendrell
Illustrated by: Josep MaParramón
Published by Parramón Ediciones, S.A. in Barcelona, España in 1986
ISBN: 0-8120-3647-6
Genre: Picture Book
Reading Level: Grade 1
Activity Level: Grade 1

Summary: This book, written entirely in Spanish, details about the summer. It includes very simple sentences about things that occur in summer. For example, it deals with the people vacationing, the red sun at night, children playing at the beach, etc. The book shows children and their families relaxing together in their boats and enjoying their time off work.

Response: I think this is a very cute book for beginning readers. I also like that the sentences continue from page to page because it makes readers feel as though they are reading faster, since they spend less time looking at the illustrations, because they want to finish a sentence so they do not lose the ability to comprehend the story. This can give them much self-confidence that most beginning readers tend to lack.

The illustrations in the book are probably watercolor and are done in slightly muted tones, but are still very colorful. The illustrator does not put as much emphasis on details some do because he wants the reader to finish this book quickly as well, in order to gain confidence, and not become distracted by the illustrations.

Teaching Connections: A teacher could use this book with a first grade ELL student who is trying to learn English. She could have him read a page and then ask him to translate certain words, such as "colores," "frutos," "tiendas," etc, in order to gradually enhance the students' skills. She could also have the student tell her about the differences he or she has noticed in the summers in America versus those where the child is from, if he or she has been here long enough to answer those questions.

What Students Learn: From this book and this activity, students learn Spanish words for occurrences in the Summer and ELL, when prompted, can learn English words and attempt to increase their skills in English.

"Ask Me"

Ask Me
Written by: Antje Damm
Translated by: Doris Orgel
Photogographers:Various
Published by: Roaring Book Press in Brookfield, Connecticuit in 2002
ISBN: 0-7613-1845-3
Genre: Picture Book
Reading Level: Grade 1
Activity Level: Grades 1-4

Summary: This book's purpose is to start conversations between parents and children. Within its 221 pages, every other page lists a question that could begin one of these conversations and the other pages are pictures related to those questions, mostly of children. Some of my favorite of these conversation starters are:

What have you taught someone? (p. 196)
Which animals scare you? (p. 152)
What have you brought back from a trip? (p. 126)
What will you save for your own child? (p. 22)
What story do they tell about you as a baby? (p. 32)

Response: I really liked this idea of these conversation starters for parents and children. It is not that I believe that parents and children do not discuss things, but I think the questions in this book are wonderful in that they help make relationships between parents and children even stronger, as the author hopes they will. This book puts parents and children on the same level because it asks these questions in ways children can understand and yet in ways both parents and children can both relate to.

I love that the illustrations and pictures in this book are of children doing their daily activities and colorful drawings that children have created. It makes children want to read this book as much as parents should want to!

Teaching Connections: Altogether this book is specifically targeted toward parents and children, I think it could certainly be used in the classroom. A teacher could have this book in her classroom and choose a different child each day to read a question. Then, the students could have a chance to write and/or draw about their experiences after the teacher has told them about hers related to the daily topic/question. I think that this is a great way to make children more comfortable with their teachers because they have things in common.

This activity could be implemented in a first grade classroom, where children would draw a picture and write a sentence in response to the questions; in a second grade classroom, where children would be required to draw a picture and write a paragraph in response; or in the upper elementary grades where students would not draw a picture, but instead, would write increasingly long passages about their experiences and possibly share them with the class. This would be an especially great warm-up activity for the day in fourth grade classrooms, since fourth graders have the writing test to prepare themselves for.

What Students Learn: From this book, the conversations that are sure to ensue, and the activity, children will learn more about the people in their lives and life in general. The will also gain the ability to express their thoughts well and better writing skills.