The Spider Weaver: A Legend of Kente Cloth by Margaret Musgove, Illustrated by Julia Cairns (Ages 4-8)

The Spider Weaver: A Legend of Kente Cloth by Margaret Musgove, Illustrated by Julia Cairns (Ages 4-8)

Musgove, Margaret. (2001). The Spider Weaver: A Legend of Kente Cloth. New York: The Blue Sky Press.

Genre: Legend Picture

Lexile: 620

This book is about a two expert weavers who live in Ghana. The men weaved nwen-ntoma a cloth that all people wore throughout their village. One day they are travelling throughout he forest and see a beautiful web like they had never seen before. The two men decide to try and bring the web home to replicate it in clothing, but when they pick the spider’s web up it collapsed and stuck to the mans fingers. Disappointed they return to the village. Eventually they decide to go back and see if they can find this create that is making the gorgeous webs, and they do. They are able to watch the spider weave his web and are able to go back and create a similar web idea with string. They make beautiful cloth/clothing, which is still worn today in Ghana and across the world.

Illustrations- This book represents the people in the story well, making sure to identify with Ghana people, their skin color is a good representation of their people and could not be switched color and look like a white person. This is important because it is culturally giving a good representation to children. The pictures in the book are vibrant as well.

This story fits the criteria of a multicultural literature piece because it (1) respects the identities and ideals of the culture being represented – Ghana (2) shows differences to white culture (3) respects and understands universal freedom and rights (4) prepares children for responsible life (5) knowledge of cross-cultural communication and conflict management skills (Norton 73-74). This book represents the ideals of Ghana people and their past on how the Kente Cloth was made and how the legend goes. This provides students with a new understanding and cultural background for the Kente Cloth.

Person Against Nature- This book focuses on the two weavers and a spider. In the story the weaver’s take the web and it collapses in their hand, when they come back again the spider has weaved them a new web and smiles. This is showing the friendly relationship between the men and spider.

Mini Lesson- This could be used with an art project and having students create their own webs, or as well as a math project and counting the web lines. Also, a writing project where students either write about what they learned, or something it reminded them about.

Enjoyment- Students age 4-8 would enjoy learning about and reading this book.

Chicka Chicka Boom Boom by Bill Marin and John Archambault, Illustrated by Lois Ehlert (Ages 2-6)

Chicka Chicka Boom Boom by Bill Marin and John Archambault, Illustrated by Lois Ehlert (Ages 2-6)

Martin, B. Archambault, J. (1989). Chicka Chicka Boom Boom. New York: Simon & Schuster.

Genre: Alphabet Picture Book

This is an alphabet book where all the letters are racing to the top of the coconut tree. Throughout the book there is pictures of the letters, and great rhyming. All the letters try to fit in the coconut tree, but: Chicka Chicka Boom Boom!

Language growth and development in this age range are beginning to make more complex sentences with more descriptive words. This book uses words to create rhyme in the text that could help students develop a greater wealth of word knowledge and descriptors. Their vocabularies are increasing and are beginning to enjoy sound and rhyming. This book uses rhyme throughout which allows students the opportunity to listen and even say the words themselves.

Cognitively students are beginning to understand how things go together and how they can be arranged in a space. In the book there is too many letters for the tree to hold, students will begin to see a little bit about special relations, and understanding why they did not all fit in the coconut tree.

Alphabet books are useful to help students learn and identify letters and sounds of the alphabet. This book uses rhyming words to describe each letter and repeats letters throughout the book, in order of the alphabet, which is important for early development of alphabet concept.

Mini Lesson- This book could be used for development of descriptive words in lower grades as well as used in an alphabet unit. Students could then create their own coconut tree to use when reading the story to find the letters and put them in a tree while being read to, reinforcing letter-name knowledge.

Enjoyment- This book is geared towards students age 2-6.

The Very Hungry Caterpillar by Eric Carle

The Very Hungry Caterpillar by Eric Carle

Carle, Eric. (Year). The Very Hungry Caterpillar.

Genre: Children’s Picture Book, Fiction

This book is about a small caterpillar that hatches and begins to look for food. He eats and eats until he finds the great green leaf. He then goes into his cocoon for the winter, later hatching into a beautiful butterfly.

Illustrations- Eric Carle uses colorful pieces of tissues to make his colorful collages on paper. The bright and vibrate colors interest the readers and keep their focus, the illustrations also help struggling readers identify words they may not know.

Character- The caterpillar is the only character throughout the book and Carle focuses in on the character by using an illustration of the caterpillar as well as describing its eating habits, and life cycle.

Mini Lesson- This book could be used in several situations- counting, days of the week, identity, art, nutrition and more.

Enjoyment- This book can be introduced very early and used in preprimary through 1^st grade. 

Sojourner Truth- Preacher for Freedom and Equality by Suzanne Slade and Illustrated by Natascha Alex Blanks (Ages 7+)

Sojourner Truth- Preacher for Freedom and Equality by Suzanne Slade and Illustrated by Natascha Alex Blanks (Ages 7+)

Slade, Suzanne. (2008). Sojourner Truth. Minneapolis: Picture Window Books.

Genre: Biography

This is a biography about Sojourner Truth, SJ. SJ was a brave woman who helped many during a tough and trying time in history. She worked towards equality for women and was a powerful influence on today’s world. This book goes through her history and how she moved from slave family to slave family until she decides to flee. She ends up being a motivation to many.

This book portrays social development for this age group because it is showing the influence people have on each other. It took a lot of hard work and determination for SJ to survive and become such an influential icon.

This is a biography and reflects good biographical ideas because it fairly and un-bias represents SJ. The back of the book provides students and readers with a timeline and more facts about SJ and the time period. This is a quality of biography that must be present- it shows good source and facts.

Illustrations- The illustrations in the book are representational of the characters they are portraying and representational of the cultural time period. They are colorful and trying to show readers that although it was tough she really made a difference and made others happy as well as herself.

Mini Lesson- This book could be used in an introduction to a biography unit.

Enjoyment- Readers from around age 7 and up would enjoy this book.

Eye of the Storm: Chasing Storms with Warren Faidley by Stephen Kramer, Photographs by Warren Faidley (Ages 7-12)

Eye of the Storm: Chasing Storms with Warren Faidley by Stephen Kramer, Photographs by Warren Faidley (Ages 7-12)

Kramer, Stephen. (1997). Eye of the Storm. New York: Scholastic.

Genre: Nonfiction

Lexile: 990L

This is a book about Warren and his storm chasing experiences written into informational picture book. The book talks about: storm chasing, skies, and photos of storms, tornado, lightening, hurricanes, storm safety, and things you can do. The pictures of the storms are amazing and really help keep the attention to what the book is saying. It talks about Warren’s experiences in storm chasing and why he loves it. The book also gives a great deal of information about the above-mentioned topics.

This is a great book to use for language development because the words used in this book are difficult and may need a deeper explanation and since students of this age are curious and enjoy learning new thing I think along with the pictures this would be an enjoyable read for them.

Cognitively students can handle this book because students learn to understand chronological events. This book is set in chronological time because o the way he storm chases and what he does to prepare and after the storm. Students are able to question why he chases storms and learn more about Warren’s true story.

This is an informational book, because it is a book about subjects- this one being the nature and weather and also how things work. The weather is talked about in detail and how the storm chaser deals with different types of weather. Informational books help students develop critical reading and thinking skills. The book has a glossary in the back of it helping show the credibility of the writer.

Mini Lesson- This can be used with a weather unit or as a career unit. Either way it is a different take on weather and weather chasers.

Enjoyment- This is a bit harder read and has many difficult vocabularies for younger students, it would be appropriate for ages 7-12. There is a lot of great information regarding storm chasing as well as information about the weather. 

The True Story of the 3 Little Pigs! As told to Jon Scieszka, Illustrated by Lane Smith (Age 4+)

The True Story of the 3 Little Pigs! As told to Jon Scieszka, Illustrated by Lane Smith (Age 4+)

Scieszka, Jon. (1989). The True Story of the 3 Little Pigs! New York: Scholastic.

Genre: Folktale Fiction

“Everybody knows the story of the Three Little Pigs. Or at least they think they do. But I’ll let you in on a little secret. The real story is…I was framed!” This is a book about the Three Little Pigs from the Wolves point of view. This is the traditional folktale turned upside down! The Story of the Pigs is re-written in the wolves’ voice.

Personality development- This book helps children to see the other side of the ‘Big Bad Wolf’. Children at this age are ready to talk about their emotions and how they feel, this book you can see the wolf trying to explain how he feels and that he wants understanding from the others.

Illustrations- The illustrations in the book are phenomenal. The cover is the newspaper with the story of the truth about the three little pigs. Then the rest of the book uses pictures with a bit darker colors and very animated figures. There is a lot of creativity throughout the book, such as giant newspaper letters, oversized wolves and humor.

Characterization- The wolf is the main character in this story and the author does a great job showing the readers what kind of a person he is. He is a kind person deep down, it just that unfortunate things happen to him that make him out as the bad guy.  

Folktale- This book is modeled after the Three Little Pigs but the opposite story. There is still a supernatural and personified character, the wolf. There is a moral or message to the story as well as character development to a certain degree.

Mini Lesson- This would be a good compare contrast between the original Three Little Pigs and the wolves’ side.

Enjoyment- Children of all ages will enjoy this story, especially if they are familiar with the origianal. 

More Bugs in Boxes by David A. Carter (Ages 4+)

More Bugs in Boxes by David A. Carter (Ages 4+)

Carter, David A. (1990). More Bugs in Boxes. New York: Simon Schuster Children’s Publishing Division.

Genre: Toy Picture/Color Book

This is a picture toy book that uses lots of colors to help students begin to understand the names of colors. On one page of the book it asks what is in the colored box to the right and then under the box (the toy part of the book) a pop up bug-type will appear and a description of that bug will be underneath the colored box.

The book not only uses color as a concept but also as well uses describing words, adjectives. One of the descriptions in the book is “a bunch of bouncing brown basketball bugs” So you can see that there is a lot of describing going on in the book as well as color.

Language Development- Students of ages 2-5 are curious about their world and how language represents the words and things around them. A good way to learn about that language is through picture and toy books that allow the students to explore and learn about their surroundings. This book can be used at a basic level but also includes words and descriptions that can be taken up many ages. The color concept is a good beginner concept but then you can move into describing words as a concept and ask students to describe different colored things throughout the classroom.

Cognitive Development- This book allows students to use the toy book aspect to construct meaning of how colors can help readers construct meaning. Students in this age range want to have the opportunity to learn and find the correct parts of a picture. Concepts are becoming more important at this age and children are increasing their ability to group and find characteristics. This book provides them with the concept of colors as well as several concepts with describing words and how you would describe each of the bugs on a page.

Concept Books- This book as basic concepts such as colors but also goes deeper and uses describing words as another concept.

Mini Lesson- This could be a introduction into an activity where students make there own bug in a box and on the inside use some detailed and descriptive words to share what is in their bug boxes.

Enjoyment- This book is geared towards beginning learners, but could also be used as high as 2^nd grade because of the detailed descriptions of the bugs. A really fun read!

Color by Ruth Heller (Ages 4+)

Color by Ruth Heller (Ages 4+)

Heller, Ruth. (1995). Color.  New York: Scholastic.

Genre: Picture Book

This is a book about color and all you can do with color. It starts out describing what colors can make, paintings, pictures, and canvases. Then it talks about printers and how they make colors. It moves on to talk about the colors themselves, primary, secondary- it is interactive because you can make the colors appear and disappear with a clear colored sheet in the book. The book uses student created art as well as illustrations by the author. The book uses vocabulary words pertaining to art but uses descriptions and definitions to teach students the meanings. There is a really neat piece in the end of the book on complementary colors and interacting with the colors in a way that they switch places.

This is an toy book for students. The students can move different pages in the book to make new colors and see what the differences between complementary colors and secondary colors are and how they are made. The end of the book has an activity to go with complementary colors. By using toy books children are being stimulated in language, cognitive, personal and social development. They also allow children to express their happiness towards the ideas displayed in the book (Norton, 164).

Language Development- Students of ages 2-5 are curious about their world and how language represents the words and things around them. A good way to learn about that language is through picture and toy books that allow the students to explore and learn about their surroundings. This book can be used at a basic level but also includes words and descriptions that can be taken up many ages.

Cognitive Development- This book allows students to use the toy book aspect to construct meaning of how colors go together to make new colors. Students in this age range want to have the opportunity to learn and find the correct parts of a picture. Concepts are becoming more important at this age and children are increasing their ability to group and find characteristics. This book provides them with the concept of colors as well as several concepts within color, so the book can be taken at a surface level for beginners or at a deeper level of understanding for faster or more advanced readers.

Concept Books- This book as basic concepts such as colors but also goes deeper and conceptualizes the colors into more categories. This level book could be used at a beginner level if you decided to focus on a part not the whole of the book.

Mini Lesson- This would be a good into to an art project because it shows many different things you can do with colors.

Enjoyment- Age 4+ would enjoy this book, however some of the concepts are higher level thinking so it depends on what you are planning on doing with the book before reading it to students.  

Hippos Go Berserk! By Sandra Boynton (Pre-K)

Hippos Go Berserk! By Sandra Boynton (Pre-K)

Boynton, Sandra. (1996). Hippos Go Berserk! New York: Simon & Schuster.

Genre: Picture Counting Book

This is a picture book for counting numbers. It starts with one hippo on the phone then two more come, then three, until we reach the number 9. Then all the hippos must leave, so we begin to count down as the groups of hippos leave until there is one lonely hippo left.

This is a good book for cognitive development in younger children because it uses numbers and patterns to give the student an image of the number then repeat it.

“Counting books are used for specific purposes and usually develop a one-to-one correspondence and ability to count sequentially from 1 through 10” (Norton 166). This book allows students to start at the number 1, within a context and reach the number nine by groupings of hippos. This book then counts backwards challenging the thinking of young learners. The book shows the number in a symbol and also in a word. These are all good characteristics of high literature in Counting Books.

Illustrations- The illustrations in the book are simple and clear. Students could use the drawings of the hippos to find out the number on that page if the teacher were to do a picture walk, it would be clear to students without the symbol of the number or the word name of the letter.

Mini Lesson- This would be a good way to segway into a Childs own counting book when used with other materials students could have a basic understanding of the numbers and develop their own counting book.

Enjoyment- This book is geared toward younger learners such as Pre K or K.

Spotted Yellow Frogs by Matthew Van Fleet (Pre K)

Spotted Yellow Frogs by Matthew Van Fleet (Pre K)

Van Fleet, Matthew. (1998). Spotted Yellow Frogs. New York: Dragonfly Design, Inc.

Genre: Geometric Picture Book

This book is a book to learn about shapes, describing words as well as animals. The book starts with a describing word then a color then a shape. You can unfold the shape to find an animal hiding under it. The book is colorful with large print, making it a great tool for beginning readers and learners. It is an easy to read picture book with interactive pieces. The end of the book gives students the opportunity to recall what the shapes and animals hiding underneath the shapes are. The last few fold out pages are the animals in mixed up colors.

The book is a good language development for pre k students because it is using new words and beginning to play with rhythm and sounds within different words and word patterns. This book uses one descriptive word per page and is not overwhelming for students reading the book. This book also is good for cognitive development because it is introducing shape and color to the students by use of shapes then underneath a color and an animal.

Color, patterns, 3D shapes, and animal picture books help students to make correlations and also to begin their observations.

Mini-Lesson- This is a great introduction to any of the above mentioned topics.  

Enjoyment- This book is appropriate for Pre-K to K learners. 

Hiromi’s Hands by Lynne Barasch (1st Grade +)

Hiromi’s Hands by Lynne Barasch (1^st Grade +)

Barasch, Lynne. (2007). Hiromi’s Hands. New York: Lee & Low Books Inc.

Genre: Biography

Lexile:

This story is a story about a young girl who lives in Japan and her father is a sushi chef. Her father works very hard to move up the “Sushi Ladder of success” and does so. Then a New York sushi restaurant opens and he is asked to be the chef. He moves his whole family to New York and begins work. Hiromi, his daughter decides she too wants to be a sushi chef like her father. Traditionally in Japanese culture women are not allowed to work, or be equals to men. Hiromi wants very badly to be a chef like her father. Eventually she starts her apprenticeship with her father at his restaurant and works very hard.

This story provides students with a new understanding of not only a true person, as well as a new culture, the Japanese culture and language that is used throughout the book. Students in this age group want to read about experiences that allow them to see and learn through real situations. This book allows for cognitive development because the situations that Hiromi is going through are those that really happen in real life and they could put themselves in Hiromi’s shoes and learn from her experiences. This book is good for personality development because both in boys and girls at this age they do not want to feel vulnerable or failure. This book shows how Hiromi persevered and accomplished her dream of becoming a sushi chef even though it was a mans job, and the dad shows us that because he allows his daughter to become a chef does not make him less of one. He is proud of what a great job she is doing and I think it reflect on the father as well.

Characterization & Setting- The characters are developed in this story as well as the setting. The characters are briefly introduced and the descriptions are not given too much though because the majority of the book focuses on plot and how Hiromi becomes a great sushi chef. The setting is in New York and Japan, but a lot of thought is given to describing the fish markets. You get a strong sense of what they market is like.

Illustrations- The illustrations throughout the book looks like real life events and people, which help the reader because the book is a biography.

Mini Lesson- Using this book for an opening to a biography unit or more in the middle and having students find characteristics about his person.

Enjoyment- This is a tough read for First graders as an independent book, I would wait till about 3/4^th grade as independent. As a  read aloud though, it is a great book for many ages.  

There Was An Old Lady Who Swallowed a Fly by Simms Taback (All Ages)

There Was An Old Lady Who Swallowed a Fly by Simms Taback (All Ages)

Taback, Simms. (1997). There Was an Old Lady Who Swallowed a Fly. New York: Scholastic Inc.

Genre: Fiction, Folk Poem

Lexile: Easy

This book is a folktale/ poem about an old lady who swallows a fly and the narrator of the book wonders if she’ll die. She does not then she swallows a spider, again wondering if she will die, she does not. This continues on for the remainder of the book. As the book goes on the picture of the lady gets larger and larger. The book is interactive because it has a cutout of what is in her stomach as well as the accumulating creatures that are eventually in her stomach. The pages are extremely colorful and full of little side remarks.

Folktales: This book embodies a folktale because it:

Has characters who are not well described but are making a statement or trying to make meaning of the folk.

There is a message portrayed in the end of the book.

The illustrations help to make meaning of the story.

The ending of the story is unhappy because the old lady dies.

There is conflict in the plot.

Supernatural force is the fact that the old lady is swallowing these creatures.

Repetition is used in this book; the pages follow the same type of order and meaning, changing what the lady swallowed as well as the side comments made by other characters.

For the development of language in younger readers this book provides a stimulating storyline with a lot of repetition allowing students to contain clear, familiar actions and encourages them to predict actions of the future.

Illustrations- The book is illustrated in a colorful way. The book has a hole in the old ladies stomach to show what she has swallowed and as she continues to eat her stomach continues to grow.

Mini Lesson- This book can be used in a folktale curriculum and give students an opportunity to see a type of book that is interactive. This could also lead to the students making there own books similar to this one.

Enjoyment- The students who would enjoy this book could be all ages. Readability is around second or third grade, but a great read aloud!

Alphabet City by Stephen T. Johnson (All Ages)

Alphabet City by Stephen T. Johnson (All Ages)

Johnson, Stephen. (1995). Alphabet City. New York: Penguin Group.

Genre: Picture Book

Lexile: Picture Book

Alphabet City is a picture book of letters that are found throughout the city. The author uses cityscapes to and finds letters within the sites. All of the letters are found in an urban setting from: doors, lights, seasons, or other urban items. For example the letter a train yard holds the letter O on one of the trains wheels. All of the pictures are paintings done by Stephen Johnson.

Picture books allow for children to write their own stories. Alphabet books help identify familiar objects to letters and sounds. The alphabet books helps students identify letters in other objects- because other things are surrounding the letter in these pictures it improves children’s observation skills. This book is a alphabet book but because of all the detail is appropriate for older children as well as young children. Stephen Johnson’s book allows for comparisons to be made with letters. Some of the letters are easy to find and others may take time and careful observation.

Shape is a way to convey meaning as well. The book reflects shapes of various letters and is another way to emphasize the mood of a book. The city scene is the mood set by these letters and is apparent in the paintings of the book.

This book plays a role in cognitive development of children through observing. Colorful books are great tools for developing observational skills. Since this book is full of images it can be a tool for older children to practice their observing as well as younger students.

Mini Lesson- This could be used as a start to creating a students own alphabet book. For older children choosing a page and writing about their observations would be a way to start thinking of descriptive words.

Enjoyment- This book is enjoyable for all types and ages of readers because of the detailing in the pictures.

So You Want to Be President? By Judith St. George and David Small (Grade 4 and up)

So You Want to Be President?  By Judith St. George and David Small (Grade 4 and up)

George, J. Small, David. (200). So You Want to Be President? New York: Penguin Books.

Genre: Biographical Non Fiction

Lexile: 730

This books talks about the great things about being president and also the hard things that presidents have to do. It shows a humorous side to the past presidents and their jobs. It talks about serious issues of presidents past and also some random facts about presidents. The book shows all of the presidents at least once throughout the story and as well has a timeline and an entry of each president and their run. The book talks about some of the presidential accomplishments, early childhood life, family, pets, and some wrong decisions that they made. The wide range of life that the book covers is not biasing any one president over the other.

This book portrays language development because it used complex sentences, which encourages oral language and written activities. Students at this age have a better understanding of metaphorical writing, which is used in this book. By reading this book students are not only broadening their knowledge of presidents but also expanding their vocabulary and sentence structure capabilities. This book also helps with personality development and growth because it not only shows the presidential strengths but also their weaknesses. This shows students that they share feelings of success and failure with very powerful people in history.

Style- The style of this book is telling the individual snip-its of stories to each president as well as important historical facts. There is a very humorous side to the book, which keeps the dense history somewhat hidden, and makes for a very enjoyable read.

Illustrations- The illustrations throughout the book use bold colors and lines to portray the writing. The colors are bright and exciting setting the tone for the read.

Mini Lesson- This would be a great introduction to presidential history; it is light and leaves the dense part of history for later. It shares a lot of good information without being overwhelming.

Enjoyment: This book can be enjoyed by several ages, but developmentally it would be best for grades four and up.

The Magical Fish by Freya Littledale Pictures by Winslow Pinney Pels

The Magical Fish by Freya Littledale Pictures by Winslow Pinney Pels

Littledale, Freya. (1966). The Magical Fish. New York: Scholastic.

Genre: Fiction, Folktale

Lexile: 398.2L

The Magical Fish is a folktale about a husband and wife. The husband is a fisherman who finds a magical fish in the sea. He returns to tell the wife of his news and she says to go back and ask for a wish, so he does. He comes back to tell his wife and she wants another wish, the husband is reluctant but goes. This goes on for a while and the wife keeps wishing until finally the magical fish says no and takes it all back.

The book uses a growth of language for students because they use repetition as well as new words that students of this age may not be familiar with. The words are substituted with pictures to allow children to engage in the book further. Cognately students will grow because the stories are meaningful and students can try to understand the message that is behind the folktale.

Plot- conflict and action are found in this folktale and the readers are introduced to the conflict quickly.

Characterization- The characters in a folktale are less focused on than the message, however you know that the fisherman is a kind man and the wife is greedy.

Supernatural Adversaries and Helpers- This role is played by the magical fish who grants the couple several wishes until he cannot grant anymore.

Ending- The ending of a folktale is usually a happy ending with a strong message attached. The book ends of a simpler term and the husband and wife are back to where they started, so it is not necessarily a happy or sad ending, but a back to the beginning. The message shows children to not be greedy and to appreciate what you have.

Mini Lesson- This is a book that could be used in a folktale unit to help kick of the lessons. After reading some folktales students could think of a message they want to send out and think of a supernatural to help them achieve their goal.

Enjoyment- This book could be used as a K+ book as a read aloud; but, enjoyed for many ages above K. 

The Very Quiet Cricket by Eric Carle (Ages 3+)

The Very Quiet Cricket by Eric Carle (Ages 3+)

Carle, Eric. (1990). The Very Quiet Cricket. New York: Philomel Books.  

Genre: Fiction

Lexile: 430L

The books main character is a cricket that cannot answer any of his friends because he cannot find voice. The crickets friend will come up to him as use a salutation to say hello and the little cricket will not answer because he just cant yet, he tries to rub his wings together but nothing happens. He meets several different insects throughout the story that he cannot say hello to, until he meets another cricket.

This book allows for language development because at this age children’s vocabulary is expanding quickly and this book uses words that will help their vocabulary grow. Students are curious about creatures and this book has several different insects that students can relate to their real life and if they know what each of the insects are. Cognitively students are not able to remember more than two to three items, Carle uses repetition throughout his books, the phrase: “The little cricket wanted to answer, so he rubbed his wings together. But nothing happened. Not a sound” this gives the student the opportunity to use repetition to their advantage and begin to understand the story more. They are able to recall this phrase, which is a great teaching idea.

Characterization- Throughout the story we meet many different types of insects, which are described in a manner so that students of this age are able to relate and understand.

Style- Repetition is used throughout the book. The page starts off with a, Hello, good afternoon, how are you, and then moves on to the type of critter that said it. There is a small description of the animal and then moves to how the cricket cannot say hello even though he wants to and tries to.

Illustrations- Eric Carle illustrates his books and uses a unique style that helps readers sees what the words are saying. He uses lines and color to help the words come to life!

Mini Lesson- This would be a great book to introduce insects or how to say hello or welcome people. Both are portrayed in the book heavily.

Enjoyment- Younger readers would enjoy this book.

And Tango Makes Three by Justin Richardson and Peter Parnell, Illustrated by Henry Cole (Upper Elementary)

And Tango Makes Three by Justin Richardson and Peter Parnell, Illustrated by Henry Cole (Upper Elementary)

Richardson, J. Parnell, P. (2005) and tango makes three. New York: Simon & Schuster Books.

Genre: Easy Picture Book

Lexile: AD720

This book is based on a true story at the Central Park Zoo. The story focuses on two male penguins that do everything together, especially similar to the other penguin couples (male and female). While all the other couples are taking care of their egg, Roy and Silo don’t have an egg, so they pretend to care for an egg. One day the zookeeper decides to put a egg that didn’t have a home in their nest. Roy and Silo take very good care of their egg and take turns. Then finally one day their egg hatches and they have their own baby penguin, Tango. Their family is a little different than the other penguin families at the zoo, but still a family!

This book touches on same sex marriage and couples and allows students to grow socially and learn about other types of families. At this stage students are able to understand others points of view and take them into consideration, this would be a good way to introduce same sex parents to children who may not know much about this issue. Also, because the characters are animals I think it would be a easier introduction into the issue. Hopefully this will eliminate some of the racial attitudes students begin to develop around ages 10-12.

This book also promotes personality development. Students in the age appropriate level of this book begin to develop a sense of their worth and security surrounding their families. Students want to discuss feelings and be treated with positive attitudes, by bringing this book into the classroom it may alleviate some of those judgments that a student may be feeling if they are a part of this type of family.

Characterization- The book describes the characters and their dedication to their egg. The authors describe the setting and them how the penguins meet. Then they go into details about what the penguins do with each other, playing, and singing and describe some of their characteristics.

Theme- The theme in this book is about families and that not all families are the same, but that doesn’t mean that one family is better than the other. Some families may look different but they still do similar things as other families.

Illustrations- The illustrations throughout the book show the actions of the penguins and help describe what the words are telling and allowing students to visualize, for example, the nest, or what a baby penguin would look like.

Mini Lesson- This book would fit into a family unit as a way to explore different types of families and what they do differently or the same as others. It is based on a true story so you could also follow the penguins online!

Enjoyment- This book would be geared for upper elementary students who are socially ready to learn about and discuss family operations. 

Watch Me Throw the Ball by: Mo Willems

Watch Me Throw the Ball

Willems, Mo. (2009). Watch Me Throw the Ball. New York: Hyperion Books for Children.

Genre: Fiction

Lexile: Easy Reader

This book is part of a series of Elephant and Piggie books, about Piggie and Elephant throwing the ball and who is better at it, is it how far it goes, or how much fun you have throwing it? It talks about how hard Elephant has practiced on throwing his ball, and then when Piggie tries Elephant doesn’t think he does a very good job, but Piggie thinks something else!

This book portrays social development because it talks about manners; Piggie is very polite when he asks to use Gerald, the elephant’s ball. The book also works on language development and using verbs in sentences, and their different tenses.

Style- This book is written in reader response style the pig and the elephant have their own talking bubbles and when using in a read aloud or pair share students can pick a part and use their expression as they read through the book!

Illustration- Mo Willems has illustrated this book simply with simple pictures that depict emotions easily. Most of the pages include both characters and perhaps one other object. Their faces and emotions are displayed clearly so students can begin to understand expressionism as well as language that do not need words.

Mini Lesson- This would be good in a struggling reader group and allowing students to act out the parts and each try to do the facial expressions so they can match words with images.

Enjoyment- This book is meant for readers from ages 4-8, and struggling readers. The book is a funny and enjoyable read! 

Elephants Cannot Dance! By: Mo Williams

Elephants Cannot Dance! (Ages 4-8)

Willems, Mo. (2009). Elephants Cannot Dance!  New York: Hyperion Books for Children

Genre: Fiction, Easy Reader

Lexile:

This book is about an elephant, Gerald and his friend Piggie. Piggie wants to teach Gerald how to dance, but Gerald says that elephants do not dance. Throughout the book Piggie tries to teach Gerald how to dance, but he just can’t quite grasp the idea of dancing, and in the end says that its true, elephants cannot dance. Piggie feels bad and knows that Gerald is sad. Then a few squirrels come and they say they want to learn how to dance, but maybe not from Piggie!

This book has a lot of language development for students, the age range that this book is targeted for allows the students to grow language wise because they begin to learn about verbs, past, present, and future. Throughout this book the words are mixed between tenses and allows students to begin to make meaning of the tenses. It also allows for social growth in students, because the elephant could not dance like Piggie was showing him, but he could dance like himself. In the end the squirrels wanted to learn from him. This shows students it is ok to be yourself and that just because it’s not the way you are taught, there are other ways to do things.

Characterization- The characters are portrayed by the illustrator and express many expressions made easily visible by the illustrations and in some ways tell the story without the words.

Style- This book uses a comic book style writing. The Piggie has his story bubble and the Elephant does as well. This would be a great read aloud or pair share book because the students can split the parts and be interactive with the book.

Illustrations- The illustrations are simple but convey a lot of meaning throughout the book. Mo Williams writes and illustrates all of his books. The illustrations help us see and make meaning of feeling and facial expressions throughout the book.

Mini Lesson- This would be a good pair share book to ask students to read aloud with each other and practice not only reading but expression as well and seeing if they can match the facial expressions in the book to themselves adding expression to their reading.

Enjoyment- This book is a great read for struggling readers as well as the ages 4-8. It is a great way to begin to introduce how to read with expression! 

The Hunger Games by Suzanne Collins

The Hunger Games by Suzanne Collins (Ages 11+)

Collins, Suzanne. (2008). The Hunger Games. New York: Scholastic Press.

Genre: Science Fiction/Adventure

Lexile: 810L

The Hunger Games is a book that touches on different social and survival issues in an adventurous and fictional way. The main character is Katniss, a 16-year-old girl who is the provider of her poor family. She lives in district 12, the mines. In her nation, Panem, the “Games” are held once a year and one boy and one girl are chosen to compete from each district. The Games are essentially a game of survival and death. Each district sends two into the arena and only 1 can come out. The one who wins brings riches to their district.

The Hunger Games provides cognitive development by encouraging students to apply logical rules, reasoning, and formal operations to abstract problems (Norton, 14). The book is more complex giving students an opportunity to question and discuss what is happing and why they think what’s happening is. The book also meets the criteria for high literacy because it promotes personality development. The issues that occur in the book have a lot of emotions and being able to somehow relate to the characters provides the readers with a sense of relationship and perhaps gives them and idea of how to deal with their own anxieties. Social development is also talked about, when students begin to understand society and its rules. This book has to do a lot with the districts and how they will survive after the games is over. Katniss has to make tough decisions in order to help the society that she lives in.

Characterization- The characters in The Hunger Games are relatable to the children who read this book. The main character, Katniss Everdeen, is a strong young girl who is the provider for her family- mother and sister (Prim). She struggles with her choices and does them for the good of her family. Then there is Peeta, the young boy who goes into the arena with Katniss. He is seen as a week boy who is the baker’s son. Throughout the novel you see his personality come out. Collin’s has created a very tough character by the name of Haymitch who coaches the two before they go into the arena. He is a strong character; he plays the role of tough love. I think that many can relate to this type of figure in their life. Other characters in the book that help to build a great sense of characterization are: Prim, Gale, Cinna and Rue.

Plot- The Hunger Games has a plot that will keep you reading. It builds into a suspenseful must read. The book creates something that children can interact with and feel that they are in the arena with Katniss and Peeta. As children mature they want to have more advanced plots and this book allows for that. The book shows a good order of events, an opening, middle-action/conflict, and ending. As you read you can begin to see the conflict that arises between Katniss. 

Conflict- In this book a lot of conflict takes place: Person against person, person against society, person against nature, and person against self. Collins does a good job of representing the conflict throughout the book. We can talk about person against person because the majority of the book its every person for themselves. The children in the arena are all fighting against one another for their survival.  We see person against society because the games are on television and what the children do in the arena affect what happens to the societies. The children in the arena are constantly battling with issues of nature and what happens, whether it is swarm of bees, floods, or lightning. I think one of the biggest conflicts in the book is person against self. The choices that the children, in the arena, are making way heavily on their conscious and what are right and wrong. They are in a constant battle with themselves because no matter what only one can come out alive. 

Mini Lesson-

Enjoyment- Readers around grade 5 and up will enjoy this book. It is a well-developed book with twist that you won’t expect!