Stranger in the Woods by Carl R. Sams II & Jean Stoick

Stranger in the Woods by Carl R. Sams II & Jean Stoick (Ages 3-8)

Sams II, C., & Stoick, J. (2000). Stranger in the woods. Milford, MI.

Genre: Photographic Fantasy

Lexile: AD180L

When there is a stranger in the woods who is to go and see what that stranger is? Should the Cardinal go? Should the little fawn go? How about the squirrel? This is a charming well-photographed book about a snowman in the forest and the animals that live near. You watch through photographs and words how the animals come to discover this stranger in the woods. When one of the animals builds up enough courage to go and see this “stranger” there are wonderful surprises that await all the forest animals.

Stranger in the Woods helps young children with language development by using sounds and rhythm. The chickadee says, “Howdy-dee-dee. It is me, the chickadee-dee-dee!” This type of language is stimulating for younger children because it rhymes. This book also allows children to visually see their world. By using picture books it lets children discuss what is in the pictures and find a language for the words. Cognitive development is also being supported because the story is fairly simple allowing children to re-create their own retelling of the story.

Characterization- There are no human characters that have a speaking role in this fantasy. The characters are the animals that live in the snowy forest. They all communicate with one another deciding on who should go and check out the stranger in their woods. The animals are all portrayed as happy and friendly characters that are living peacefully amongst one another. I think it is important to notice at the end of the story a brother and sister (human) are introduced- the ones who built the snowman. Instead of chasing the animals away they sit quietly and watch as they munch on the snowman. They add more food to the snowman as the animals leave, encouraging their coming back. This shows children good deeds and peace.

Modality- The ways that the words are spread across the pages are unique and help the story develop. The words “Stranger in the woods” are across the background of the page along with the plot of the story. The conversations that take place between the animals happen by where the text is placed on the page, making the words become active. The authors use interactive language throughout the book- the owl says, “Who-hoo’s in the woods?” Similarly the chickadee says, “Howdy-dee-dee. It is me, the chickadee-dee-dee!”

Setting- The setting is very important in this story; without the forest the story would not make sense. The story could not have taken place in a shopping mall or a school. The setting of the forest helps the readers develop a sense of location and perhaps relate it to a forest that they enjoy spending time in.

The illustrations in the book are highly valued because they are actual photographs that the writers have taken and compiled them into a story. They are photographs that capture the animals and the forest. The photographs help depict what type of an animal is in the story as well as helping to create a setting for the story.

Mini-Lesson- This would be a great book to introduce the concept of snow with. It allows the students to see what snow/winter looks like but also what types of animals and environmental things one would see while in the forest during winter. The end of the book there is a recipe for making a snowman and this could be something you could do with your students either in the snow (if available) or to make in your classroom for those who do not get snow in the winter.

Enjoyment- This book is good for around the ages of 3-8.The photographs make it a wonderful picture book for young children as well as the words allow older children to also enjoy the story. The adventure and photographs of the story appeal to many and a help make it a wonderful book through its characteristics and elements.