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Table of Contents Adios Oscar! A Butterfly Fable ............................................................................................................................... 1 by Peter Elwell Reviewer: Traci Mansfield

All of Me A Book of Thanks ............................................................................................................................. 2 by Molly Bang Reviewer: Jeonghee Choi, Ph.D.

Always in Trouble .......................................................................................................................... 3 by Corinne Demas Reviewer: Dawn Lisenby

Beautiful Ballerina ......................................................................................................................... 4 by Marilyn Nelson Reviewer: Yanhui Pang

Bedtime for Buttons ...................................................................................................................... 5 by Amber Stewart Reviewer: Mary G. Burns

Butterflies and Moths .................................................................................................................... 6 by Nic Bishop Reviewer: Sharon Boothe

Cat Dreams ..................................................................................................................................... 7 by Ursula K. Le Guin Reviewer: Janice Sean

Chicken and Cat Clean Up ............................................................................................................ 8 by Sara Varon Reviewer: Sarah Taylor Vanover

The Christmas Magic ..................................................................................................................... 9 by Lauren Thompson Reviewer: Lucy Wynn

Count Down to Fall ...................................................................................................................... 10 by Fran Hawk Reviewer: Dr. Anita R. McLeod

Crow Call ...................................................................................................................................... 11 by Lois Lowry Reviewer: Megan Blackburn

Danny Is Done with Diapers A Potty ABC ................................................................................................................................... 12 by Rebecca O'Connell Reviewer: Jorja Davis

Dinosaur Starts School ............................................................................................................... 13 by Pamela Duncan Edwards Reviewer: Robbie Roberts

Dogs Don't Brush Their Teeth! ................................................................................................... 14 by Diane deGroat, Shelly Rotner Reviewer: Beth Nason Quick

Duck for Turkey Day .................................................................................................................... 15 by Jacqueline Jules Reviewer: Cynthia Jackson

Farmer Joe and the Music Show ................................................................................................ 16 by Tony Mitton Reviewer: Dr. Darshan Kaur Narang, Ph.D.

Fox Walked Alone ........................................................................................................................ 17 by Barbara Reid Reviewer: Martha Garner

Fritz Danced the Fandango ......................................................................................................... 18 by Alicia Potter Reviewer: Julie Bloss

Funny Farm................................................................................................................................... 19 by Mark Teague Reviewer: Dr. Jean Foster Paulsel

Gone With The Wand ................................................................................................................... 20 by Margie Palatini Reviewer: Ginny Esch

Hello My Name is Bob .................................................................................................................. 21 by Linas Alsenas Reviewer: Dr. Jean Foster Paulsel

Her Mother's Face ........................................................................................................................ 22 by Roddy Doyle Reviewer: Lynn Manchester Rogers

Hoppy Hanukkah! ......................................................................................................................... 23 by Linda Glaser Reviewer: Dr. Larkin Page

How Do Dinosaurs Say I Love You? ........................................................................................... 24 by Jane Yolen Reviewer: Penny Hitt

How Many Donkeys? ................................................................................................................... 25 by Margaret Read MacDonald and Nadia Jameel Taibah Reviewer: Hollie L. O'Connor

I am So I Can................................................................................................................................. 26 by Charlene Nelson Reviewer: Peggy Buffington

I Know the River Loves Me Yo sé que el río me ama .................................................................................................................. 27 by Maya Christina Gonzalez Reviewer: Michelle Huffman

I'm A Turkey! ................................................................................................................................ 28 by Jim Arnosky Reviewer: Heidi Maier

Just How Long Can a Long String Be? ...................................................................................... 29 by Keith Baker Reviewer: Jeanetta Riley

Leaf Trouble.................................................................................................................................. 30 by Jonathan Emmett Reviewer: Deidre Brown

Let Me Help!/¡Quiero Ayudar! .................................................................................................... 31 by Alma Flor Ada Reviewer: Deirdre Englehart

Mama Says A Book of Love for Mothers ............................................................................................................ 32 by Rob D Walker Reviewers: Janet Foster and Jessica Parks

The Marshmallow Incident .......................................................................................................... 34 by Judi Barrett Reviewer: Michelle Jackson

Mermaid Queen ............................................................................................................................ 35 by Shana Corey Reviewers: Janet Foster and Jessica Parks

The Mitten ..................................................................................................................................... 37 by Jim Aylesworth Reviewer: Dr. Sabrina A. Brinson

Monster Goes to School .............................................................................................................. 38 by Virginia Mueller Reviewer: Carla Saunders

Moon Science, History, and Mystery ........................................................................................................ 39 by Stewart Ross Reviewer: Melissa Bialowas

Moonshadow's Journey .............................................................................................................. 40 by Gillian Lobel Reviewer: Kelly M. Williams, Ed.S.

Moose and Magpie ....................................................................................................................... 41 by Bettina Restrepo Reviewer: Reginald Williams

Mother Osprey Nursury Rhymes for Buoys & Gulls ................................................................................................ 43 by Lucy Nolan Reviewer: Cynthia M. Moon

My Little Polar Bear ..................................................................................................................... 44 by Claudia Rueda Reviewer: Dr. Tamara Sewell

News for Dogs .............................................................................................................................. 45 by Lois Duncan Reviewer: Diane Carver Sekeres

Okey Dokey Ding-A-Ling ............................................................................................................. 46 by Mike Artell Reviewer: Susannah Dickman

One Brown Bunny ........................................................................................................................ 47 by Marion Dane Bauer Reviewer: Dr. Betty Ann Watson

One Wolf Howls ............................................................................................................................ 48 by Scotti Cohen Reviewer: Chu Chu Wu

Our Abe Lincoln ........................................................................................................................... 49 by Jim Aylesworth Reviewer: Robin Caudle Jones

Peace Week in Miss Fox's Class ................................................................................................ 50 by Eileen Spinelli Reviewer: Dr. Kathryn L. Jenkins

Peaceful Heroes ........................................................................................................................... 51 by Jonah Winter Reviewer: Cheryl D. Coffman, Ed.D.

Pink! .............................................................................................................................................. 52 by Lynn Rickards Reviewer: Dawn Lisenby

The Princess and the Peanut Allergy ......................................................................................... 53 by Wendy McClure Reviewer: Elizabeth Larkin

Sir Charlie Stinky Socks and the Really Big Adventure ........................................................... 54 by Kristina Stephenson Reviewer: Sharman Word Dennis

The Snagglegrollop ...................................................................................................................... 55 by Daniel Postgate Reviewer: M. Lynn Morse

The Snow Day............................................................................................................................... 56 by Komako Sakai Reviewer: Sandy Show

The Sound of Kwanzaa ................................................................................................................ 57 by Dimitrea Tokunbo Reviewer: Gina Lewis

Stick Man ...................................................................................................................................... 58 by Julia Donaldson Reviewer: Mary Howard

Summer Wonders ........................................................................................................................ 59 by Bob Raczka Reviewer: Stephanie Millay

There Was an Old Monster! ......................................................................................................... 60 by Rebecca Embereley Reviewer: Dr. Billi L. Bromer

The Three Little Gators ................................................................................................................ 61 by Helen Ketteman Reviewer: Lisa Plowman Dolensky

Tillie Lays an Egg ......................................................................................................................... 62 by Terry Golson Reviewer: Dr. Alayne Zimmerly

Underwear! ................................................................................................................................... 63 by Mary Elise Monsell Reviewer: Jacqueline Gramann

What's New at the Zoo? ............................................................................................................... 64 by Suzanne Slade Reviewer: Marsha Moore, Ph.D.

When I Grow Up ........................................................................................................................... 65 by Leonid Gore Reviewer: Karen Walker

Will You Still Love Me? ................................................................................................................ 66 by Carol Roth Reviewer: Scheery Lu Renken-Goekler

Winter's Tail How One Little Dolphin Learned to Swim Again .............................................................................. 68 by Julian Hatkoff, Isabella Hatkoff, Craig Hatkoff Reviewer: Dr. Tiffany Hamlett, Ph.D.

Wishworks, Inc. ............................................................................................................................ 69 by Stephanie S. Tolan Reviewer: Janet Fugate

You Go Away ................................................................................................................................ 70 by Dorothy Corey Reviewer: Dianne Thomas

You Push, I Ride ........................................................................................................................... 73 by Abby Levine Reviewer: Karyn Tunks

1

Adios Oscar! A Butterfly Fable

Author: Peter Elwell Illustrator: Peter Elwell

Publisher: Blue Sky Press Year of Publication: 2009

Pages: 29 ISBN: 9780545071598

Ages: Pre-k to 2nd Grade Reviewer: Traci Mansfield

The Story

Oscar is a cute, chubby caterpillar who learns from Bob, the butterfly, that he‘ll get wings someday. Oscar is excited to share this news with his three buddies, who dismiss it as nonsense and tease Oscar. With the help of his friend Edna, Oscar finds the answers he needs in the library. Shortly after, Oscar is ready to take his long nap. After many days of sleeping and dreaming, Oscar wakes up with wings; however, something isn‘t right. Fighting his urge to fly to the light bulb, Oscar flies to the mirror to discover he is a moth. At first he is sad because hell never get to Mex-

ico, but Edna writes him a note encouraging him to pursue his dream. Oscar tells his buddies, ―Adios amigos!‖ He thinks like a butterfly and flies to the blue mountains in Mexico. He has a postcard to write back home to Edna.

Concepts in the Book

Butterflies

Moths

Geography

Writing notes/postcards

Why our reviewer recommends this book:

This is an adorable story about a caterpillar that learns he‘ll one day have wings. It‘s a fun way to introduce the metamorphosis that caterpillars undergo and in a manner that young children will understand. With his friend, Edna, Oscar learns that all caterpillars do grow wings, and that butterflies like Bob do fly all the way to Mexico. Adios Oscar also contains an educational sur-prise. Oscar wakes up from his nap with wings, but he is not a Monarch but-terfly like Bob. What is Oscar? Will he still go to Mexico and find Bob? All young children will love reading about Oscar‘s journey and the unexpected, but happy ending.

About the Reviewer

Traci Mansfield is a Head Start Training and Resource Special-ist for the Audubon Area Head

Start of Kentucky.

Classroom Strategies and Ideas

Literacy: Read Adios Oscar and The Very Hungry Caterpillar during different small group times and compare and contrast a butterfly and a moth. Pre-school children can talk about simple similarities and differ-ences, while introducing words such as, metamorphosis, chrysalis, and life cycle. Locate other books, both fiction and nonfiction, about moths and butterflies to place in the reading center. Older children are more likely to be able to sit through a read aloud. After reading each book, create a Venn diagram of the moth and butterfly. Encourage children to write their own story. Oscar learns that books are a tool to find informa-

tion. Ask the children what they want to know about. Visit the library and help them find the answer in a book.

Science: Provide real examples or insects from a collection for the children to examine, compare and contrast. Pre-school children may use a magnifying glass to count body parts, legs, and antennae. They may also compare the colors of both insects. Older children can use the examples to draw their own insect and label their parts.

This book can be most effectively

used to ...

discuss characteristics of moths

and butterflies.

introduce basic Spanish.

discuss teasing and how to cope

with it.

2

All of Me! A Book of Thanks

Author: Molly Bang Illustrator: Molly Bang


Pages: 40 ISBN: 9780545044240

Ages: Infant/toddler to Kindergarten Reviewer: Jeonghee Choi, Ph.D.

The Story

In this simple, beautiful story of being thankful, the child explores his body and learns that he should be grateful for each part because they make him who he is.

The story gradually expands its celebration from the body to sounds of his neighbor-hood including the wonder of our miraculous universe. With colorful, bold illustra-tions and inspiring spirituality to it, this book takes the reader through the realization that everyone is a part of the whole universe, belonging and connected together. The cuddly cat, as the boy‘s companion, and the images of his loving parents add a warm and caring tone to this poetic story.


Awareness of self/others

Being thankful

Emotion/feeling

Five senses

Human body

Whole/part relationship


In a time when too much emphasis is given to materialistic richness and children can take many things in their lives for granted, this book can teach children how to appreciate what they have: from things they can easily identify with, such as their body parts, to broader perspectives, such as the universe in which they live. The author delivers the rather philosophical message –that everything in the uni-verse has reason to be appreciated and is a part of the whole– with bright, bold and simple illustrations that attract young children‘s attention.

Having a child who seems to have an interracial ethnic background –implied by his parents‘ and his skin colors–as a main character also indicates that the author is more conscious to reflect the diversity of our society, which makes the book more appealing to diverse reader groups.

In addition, the author‘s note that shares how she created the book from the brainstorming process to the finished ver-sion can extend the use of this book from a great read-aloud to fun and meaningful projects that integrate literacy and art.


Read-aloud: As a teacher reads aloud the book to an individual or small group of children, have children identify their own body parts and interact with them.

Circle Time: During the circle time, a teacher can ask students what they can do with their body parts and why they need to be grateful for each body part. This is a nice extension from just identifying their body parts in that students can understand their functions and learn how to take care of their own body. Additionally, this book can teach abstract concepts such as a sense of self and sense of the universe

with more concrete examples of how the boy discovers himself and the world in which he belongs. After reading aloud, the class can have a discussion of who he/she is and where each belongs (neighborhood, school, community, county, state to expand into the universe). Such discussion can help students understand the whole/part relationship.

Art: In the art center, provide some new materials, such as paper bags, yarn, felt, and photos cut-out from magazines, and invite students to create collages pasting these materials onto paper bag. It can be done as a small group as stu-dents may need more direct instruction on how to work on each material. Older students can create more complicated collages with feathers, beads, string, foil, and paint.

About the Reviewer

Jeonghee Choi, Ph.D is an instructor at Arkansas State

University in Jonesboro, AR.


used to...

help children become more aware of

themselves as unique individuals.

explore physical development.

introduce new vocabulary words.

encourage creative development.

3

Always In Trouble

Author: Corinne Demas Illustrator: Norah Z. Jones

Publisher: Scholastic Press Year of Publication: 2009

Pages: 33 ISBN: 9780545024532

Ages: Pre-K to Kindergarten Reviewer: Dawn Lisenby

The Story

A young girl, Emma, has a dog, Toby, who is constantly making messes and getting into trouble. In trying to solve the problem, Emma decides to be more attentive to Toby‘s needs. Despite Emma‘s attentive efforts, Toby still managed to get into trou-ble. Emma‘s parents insist that she find a solution for this problem, and Emma sug-gests that Toby attend obedience school. Toby performs exemplary at obedience school. However, the obedient behavior proves to be only temporary. Ms Katz, the obedience school instructor, determines that with this problem being continuous, Toby needs to be left with her at school for a week. After this extended stay, Toby

not only stops making messes, he cleans up everyone else‘s messes.


Days of the Week

Problem/Solution

Counting

Big/Little

Likeness/Difference


This story is one that most young children are able to make a personal con-nection with because it is about a dog. Most children either have a dog, know someone who has a dog, or are presently in the process of trying to convince their parents that a dog is a must have for their family.

The story lends itself to multiple opportunities to predict, problem solve, and discuss cause and effect. There is a variety of stimulating vocabulary in the story that may be introduced and/or revisited.


Art: Provide children with paper and either pencil, colored pencils, markers, or crayons and ask them to illustrate the story, retelling the events. Provide some talking points for children, but do NOT provide them with a model, as this may hamper their own ideas and creativity. Please note that younger children will need closer supervision.

Literacy: Read the book aloud in either a small or large group setting, using any appropriate props. Before reading the story aloud to the chil-dren, create a list of vocabulary words to highlight. In discussing the story with the group, address the problems described and discuss the

possible solutions. Students may also act out the story.

Math: Introduce the concept of days of the week by providing children with a calendar and vocabulary cards featuring the days of the week. Allow children to brainstorm what they already know about the different days (e.g. cartoons on Saturday, family visits on Sunday, school on Monday, etc.).

Social Studies: Create a classroom job chart. Explain to children how the chart works and talk about each job. Ask children to give suggestions about the responsibilities of each job and write them on the chart. Repeat for a classroom rules chart.

About the Reviewer

Dawn Lisenby is a Consultant/Trainer for Region 10 Educa-tion Service Center & Mentor for Texas School Ready Grant through Children’s Learning

Institute.


used to...

teach children about group and

individual responsibility.

introduce and reiterate classroom

rules and duties.

discuss behavior management.

4

Beautiful Ballerina

Author: Marilyn Nelson Photographer: Susan Kuklin


Pages: 32 ISBN: 9780545089203

Ages: 1st through 3rd Grades Reviewer: Yanhui Pang

The Story

This books talks about basic ballet skills, what a ballerina looks like, what emotions a ballerina can express through ballet, and what con-cepts a ballerina can learn through ballet.

Why our reviewer recommends this book: This books talks about the beauty of ballet. It illustrates how ballet will help youths learn self-discipline, self-criticism, self-control, focus, and imagination, all of which are of great value to young children.


Pre-school: Read the book aloud to children. Set up the art center so that children can create ballet dance pictures. In the music center, teach children some basic ballet skills.

Kindergarten to 1st Grade: Ask children about other dances or dance styles they have learned, and let them demonstrate the different types of dances if they can. In the craft area, provide students with pictures of different dresses and ask them to select the appropriate dress for a ballerina and help dress her up.

2nd and 3rd Grades: After reading the book aloud, explain the concepts included in the book (Iisted above) to stu-dents. Then, play different types of music and ask students which emotions they think are expressed by the music. The same can be done with paintings.

About the Reviewer

Yanhui Pang is an Assistant Professor at Bloomsburg

University of Pennsylvania.


used to...

introduce children to ballet.

inspire a love of the arts.

teach children about self-discipline, self-criticism, self-

control, focus, and imagination

Basic ballet

concepts

Beauty of ballet

Emotions ex-

pressed by ballet

Self-discipline

Self-criticism

Focus

Imagination


5

Bedtime for Buttons

Author: Amber Stewart Illustrator: Layn Marlow

Publisher: Orchard Books Year of Publication: 2009

Pages: 24 ISBN: 9780545129916

Ages: 3 to 7 years Reviewer: Mary G. Burns

The Story

Young Buttons the bear is worried that he will have a scary dream. Buttons‘ dad comforts him and describes a day when there were no scary things, the day that Buttons was born.


Feelings

Fears

Family

Why our reviewer recommends this book: Just as Buttons is fearful of the tree-bear, preschool children are often fright-ened by scary images. Soothing illustrations and tender expressions convey the bear family‘s response to Buttons‘ fear. Little Buttons is comforted as his father tells of the day Buttons was born.


Social/Emotional Development: Everyone deals with fear. One idea is to have the child create a social story.

Example: - What can I do when I’m scared at school? Page 1- I can hold my teacher’s hand. Page 2- I can talk about my feelings. Page 3- I can stand by my friend ______________. Page 4- I can hold ________ (a special toy or object). Page 5- I am safe at school.

It is helpful to include pictures of the student (taken with a camera) as he/she illustrates each of the coping strategies.

Note: Social stories work most effectively when individualized.

Music: Songs from the Kindness Counts CD (Lyrics by Dr. Becky Bailey and music by Mr. Al) are useful when helping children cope with fears. Safe Keeper, Encouraging Words and You Can Relax Now are appropriate extensions for Bed-time for Buttons.

Social Studies and Art: Have the children design ―feeling faces‖ in center groups by painting small paper plates with Washable People Colors Liquid Tempera. After the paint dries, provide materials in a variety of colors and textures for hair (yarn, pipe stems, curly craft hair) as well as markers, crayons, small bits of fabric and paint for facial features. Young children may need assistance with cutting and gluing. Handheld mirrors are helpful for children to look at their characteristics while creating. Attaching the completed ―feeling faces‖ to recycled cardboard tubes is a quick way to make puppets. Store the puppets next to your book area with props from stories to encourage role playing, verbal ex-pression and problem solving.

About the Reviewer

Mary G. Burns is a Language Intervention Specialist at Clem-son Road Child Development

Center, Columbia, SC.


used to...

discuss fears.

explore coping strategies.

encourage children to share their

feelings in a safe environment.

6

Butterflies and Moths

Author: Nic Bishop Photographer: Nic Bishop

Publisher: Scholastic, Inc. Year of Publication: 2009

Pages: 48 ISBN: 978043987572

Ages: Pre-k to 3rd Grade Reviewer: Sharon Boothe

The Story

This is a beautifully illustrated book with gorgeous pictures of various varieties of butterflies and moths. The large pictures and colorful text give a great deal of inter-esting information about the many kinds of butterflies and moths.


Scientific information about moths and

butterflies

Why our reviewer recommends this book: It is very colorful and informative. I feel it would catch the eye of a young child and keep their interest because of the beautiful illustrations. His book is writ-ten in a concise and to the point manner. His use of different colored fonts gives you the ability to read the whole page or just the highlighted section de-pending on the age of your audience. The pictures are large enough for eve-ryone in the class to see. I believe all children will thoroughly enjoy this book!


For 2 & 3 year olds: This book can be used as a picture walk to stimulate the students and introduce them to butterflies and moths.

For 4 & 5 year olds:

• Use the book for observing & predicting by discussing each stage of development with the students.

• Introduce new vocabulary words.

• Have students illustrate each stage in the life cycle and then have them put on a play demonstrating the stages.

• Make butterfly wings using tissue paper, folded like a fan, and clip it together with a clothespin.

• Make caterpillars using craft sticks and pom pom balls. Glue pom pom balls onto the craft sticks. Can also get balls with holes in them and thread them onto a pipe cleaner.

• Make cupcakes and put them together with icing to make a caterpillar snack! Use M & M's for eyes and twizzlers for antennae.

• Have students finger-paint and when the finger-paint dries, cut circles for a caterpillar or triangles for a butterfly.

• Make a sock puppet caterpillar. Glue eyes on the outside and inside of the sock. On one side glue felt wings and antennae. When the sock is turned it changes to a butterfly.

Ages 6 & up

• Go on a discovery walk to look for eggs, cocoons, butterflies and moths. Take your camera to make your own butterfly book. Also, see if the students can find a match in the book.

• Expand the student‘s knowledge by finding out what the caterpillars, butterflies and moths eat.

• Have students pick a butterfly or moth from the book to do a report on.

• Use the book to introduce insects to the students.

• Use the book to discuss life cycles and expand to other life cycles such as frogs.

All Students: Purchase a butterfly garden and share in the excitement of actually watching the eggs hatch, turn into chrysalis and then a beautiful butterfly. Have students predict what kind of butterfly will come out.

About the Reviewer

Sharon Boothe teaches 3rd grade for the Hopewell Public

School District in Hopewell, VA.


used to...

teach children about life cycles.

7

Cat Dreams

Author: Ursula K. Le Guin Illustrator: S.D. Schindler


Pages: 25 ISBN: 9780545042161

Ages: Pre-k to kindergarten Reviewer: Janice Sean

The Story

Cat naps, and his dream begins well with all the things Cat wishes. Mice are every-where to eat and cream spouts from a fountain. Dream events turn ominous when Cat ventures up a tree to take a nap in a blue jay‘s nest. Then Cat is attacked by Birds and begins to fall. The muted pastel hued illustrations give a sense of

warmth and security, which is further portrayed at the climax when Cat wakes up and finds a mother‘s lap on which to nap.


Being safe at home

Dangers outside the home

Why our reviewer recommends this book: Cat Dreams is a well-illustrated book with a charming rhythmic story. The illustrations are full page and the words scroll across the pages, just as Cat walks on softly padded paws.

About the Reviewer

Janice Sean was an Instructor for Sarasota County Technical Insti-tute in Florida. She now volun-teers teaching online courses for FLAEYC and is a mentor for the

SECA Student Facebook program.


Literacy: Set up an ―Animal Stories‖ literature section in the book area and include this and other realistically illustrated animal books.

Science: Use this book to encourage children to observe animals, and to care for them. If animals such as gerbils and rabbits are allowed in the classroom, then they could be the subject of the children‘s observa-tions. Questions to be answered through observations: How long, how often and where does the animal nap? What foods does the animal enjoy most – carrots, beets, or pumpkin seeds? How does the animal move – by hopping, crawling, walking? Does the animal climb, leap or

swing to reach heights? These open-ended questions help develop a child‘s thinking skills. Giving the child three exam-ples from which to choose expands cognitive development.


used to...

transition into naptime.

give children the opportunity to move to cadenced music and model Cat’s slow, steady move-

ments.

teach children about cats.

8

Chicken and Cat Clean Up

Author: Sara Varon Illustrator: Sara Varon


Pages: 42 ISBN: 9780439634083

Ages: Pre-k to 1st Grade Reviewer: Sarah Taylor Vanover

The Story

The author uses color pictures to tell the story of two friends setting out on a busi-ness adventure. They are the cartoon animal expression of the odd couple. One friend is prompt, organized, and dutiful, and the other friend is clumsy and makes multiple mistakes. Together the two friends eventually earn money to purchase a pet, even though it didn‘t happen the way they intended. It shows that even though Cat had a hard time completing one job, he was talented at another job. Also, Chicken was patient with Cat despite the many mistakes that occurred along the way. At the end of the story, their friendship and business are strong again.


Friendship

Responsibility

Making mistakes

Heroes

Earning money for

something you want

Why our reviewer recommends this book: This book has great thematic messages for young children. Also, because of the way the book is designed, a young child can ―read‖ it independently, or it could inspire interesting circle time discussions.


Preschool/Kindergarten: Introduce the book during a guided story time and ask the children questions about each picture in the story. During the discussion I would focus on the differences between the two friends. Chicken was checking the time before they went to their job, but Cat broke the plate and the washing machine. Cat was fired

from the job for making lots of mistakes, but Elephant did not make Chicken leave. How can they be friends when they are so different? I would also discuss that Cat eventually found a job that he was good at, and his friends were proud of him. Another discussion point would be that Cat wanted to earn money to purchase a pet. After circle time, the teacher could have a literacy station set-up for the children to make their own picture book of the story (to verify comprehension and sequencing skills). Also, I would add plastic animals to the block area or a dramatic play area so that the children might be able to act out the story they created during circle time. The children can also use animal puppets in the dra-matic play area to act out the story they have discussed. This would allow them to implement some of the vocabulary the teacher introduces and show the conflict between the two friends in the story.

Kindergarten/Primary Grades: Use the same ideas described above with the older students, expanding on the literacy aspects. Use one of the concepts from the book for a classroom journal entry (ex. Why did the elephant make Cat leave the house? Would you get mad at your friend if he/she made your job harder?). This would create an activity with open-ended questions for the students to think more about the concepts in the story. Also, older students could use the liter-acy center to make words for each page of the book. As a classroom project, go page by page and ask the students what captions need to be added to the pictures. As an individual project, have students make their own book with pic-tures from the story. Then they would have to sequence the pictures and write about what is happening in each part of the story.

About the Reviewer

Sarah Taylor Vanover is the Training Administrator for the Division of Child Care for the Commonwealth of Kentucky. She also serves as the Vice President of Membership for the Kentucky Association of Early Childhood Education.


used to...

encourage creativity.

practice storytelling.

9

The Christmas Magic

Author: Lauren Thompson Illustrator: Jon J. Muth


Pages: 33 ISBN: 9780439774970

Ages: Pre-k to 2nd Grade Reviewer: Lucy Wynn

The Story

Christmas is a special time for most of us, both child and adult, and this book cele-brates the joy of the season. The language in the book is almost poetic as it de-scribes a time of preparation, climaxing in a special event. Paired with the lovely, delicate watercolor illustrations, it will evoke the magic of the season for readers of all ages. The author uses limited text to describe the sequence of events as Santa prepares each year for Christmas Eve, step-by-step, first gathering and feeding the reindeer, then polishing the sleigh, and, finally, choosing a gift especially for each child, until he flies through a Christmas Eve night, lit by stars, to bring Christmas

again. This is a timeless story in a beautiful book.


Christmas

Santa

Giving

Passage of time

Preparation


Writing: After reading the book aloud, ask the children what they think the author means on the last page of the book when she writes, ―The Christmas magic is here at last. It has come at last, as it always has and always will.― After some group discussion based on this question, children can write to complete the sentence ―At Christmas, magic is...‖

and illustrate their sentences or paragraphs. Younger children may need adult assistance to write their completion. An alternative sentence might be, "if I could give the perfect gift, it would be_____ because_____.‖ Or ―the perfect gift for my (mother, father, brother, sister, grandmother, grandmother) is____ because _____.‖ Resulting pages can be used as a bulletin board display or laminated and put together in a book for the reading area of the classroom. Appropriate for kin-dergarten to 2nd grade.

____: After reading the book aloud, call attention to the idea that in the book a certain toy is chosen for each child. Based on this, discussion can center around what makes a good gift and why gifts are given. Children can then make a gift of their or the teacher‘s choice to take home. There are numerous resources available with suggestions and direc-tions for making appropriate gifts. (This website has some useful ideas: http://crafts.kaboose.com/holidays/christmas/christmas-crafts.html)

Art: After hearing the book read aloud and having the opportunity to look at it independently, children can paint on wet paper with tempera paint to simulate a water color effect.

This activity is appropriate for Pre-K-K. Teachers can use the book to stimulate some talk about the passage of time. They can ask children, ―What did Santa do first? Second? Then? as he prepared for Christmas Eve. This can be fol-lowed by discussion of how children‘s families prepare for the holidays. Children can make a short book based on this. Teachers can provide books made of drawing paper stapled together with construction paper or tag board covers and children can draw a picture on each page showing an activity their family does to prepare, and can dictate appropriate sentences. Parents will enjoy seeing these.

Why our reviewer recommends this book: This book is a lyrical description of one aspect of the holiday season. It touches on the concept of Santa –a part of the season for many children–without too much focus on getting presents. That said, teachers may want to be aware that the focus of this book is Christmas and use it with sensitivity since they may have children in their classroom who don‘t celebrate this as-pect of the season

About the Reviewer

Lucy Wynn is a Program Spe-cialist at the SERVE Center at the University of North Carolina

in Greensboro.


used to...

read aloud for enjoyment during the holiday season.

http://crafts.kaboose.com/holidays/christmas/christmas-crafts.html

http://crafts.kaboose.com/holidays/christmas/christmas-crafts.html

10

Count Down to Fall

Author: Frank Hawk Illustrator: Sherri Neidigh

Publisher: Sylvan Dell Publishing Year of Publication: 2009

Pages: 32 ISBN: 9781934359945

Ages: Pre-k to 2nd Grade Reviewer: Dr. Anita R. McLeod

The Story

Fall is a colorful time of the year during which children can see changes in trees, plants, and animals. As children count backwards from ten, they learn about varieties of trees from birch to maple to oak to chestnut. They also observe animals get ready for this seasonal change as they select food to store for winter or choose places to sleep until spring. Vivid, colorful leaves and expression-filled animal faces delight readers as they experience the changes that nature brings to the world around them.

Why our reviewer recommends this book: This children‘s book about fall is a delightful exploration of trees, leaves, and animals during seasonal change. The book‘s accurate illustrations and back-wards counting will delight children and the lyrical rhymes will encourage readers to complete the couplet or retell the story. Ms. Hawk‘s word choices will enrich children‘s working vocabulary of the season, and teach them spe-cific names for trees and animals. The double-page illustrations are bright and the cornered borders will invite children to find leaves, acorns, seed pods tucked away in the larger illustrations. The book also has suggestions for additional reading/research on trees and leaves in the final pages and it has a website to help teachers incorporate this book into a larger study of fall, trees, habitats, and seasonal change.


Literacy: (1) Before reading aloud, ask children to look through the book and predict what the book may be about. (2) Create KWL or KWOL charts before and after reading the text, listing specific new con-cepts they learn or questions they want to investigate. (3) After listen-ing to the book one time, ask children to fill in the rhyming couplet as you reread the text. (4) After reading the book aloud or letting children read it to themselves, ask them to write new vocabulary words in their own personal journal, illustrating the words by looking through the book or additional tree/leaf/animal resources. Young children can identify

new words they heard and the teacher can write the vocabulary words on a chart and then place a picture of that word next to it. If the word is a verb or adjective, children can identify a synonym for that word (i.e. tumble – fall down).

Science: (1) Provide artifacts from nature, such as bark, acorns, leaves, pine cones, etc., on trays in the science center. Children can do bark rubbings; sort leaves by color, size, or shape; or open seed pods and acorns to explore the seeds inside these items. Children can also examine veins in leaves with a magnifying glass and do leaf rubbings to see addi-tional details. (2) Take children on a nature hunt outside, collecting leaves that have changed colors and those that are still green. Discuss the concept of evergreen trees and plants with children. (3) Kindergarten, first, and second grade students can ―adopt‖ a tree, sketching it in September, and then doing follow-up sketches in October and November. Sketched drawings can be compared and students can write or dictate conclusions about the changes they see in the tree.

Math: (1) Have children sort leaves by shape or match leaves to pre-drawn shapes. (2) Practice counting in reverse, as is done in the book. (3) 4 and 5K children can match acorns and leaves using one-to-one correspondence, creating sets whose number is the same.

About the Reviewer

Dr. Anita R. McLeod of South Carolina is a retired professor and current member of the

SECA Editorial Committee.


used to...

discuss seasonal changes.

develop math skills, such as

counting backwards.

introduce new vocabulary related

to trees, leaves, and animals.

Counting

(backward)

Seasonal

changes

Animal habitats

Hibernation

Seed dispersion

and growth

Trees and

leaves


11

Crow Call

Author: Lois Lowry Illustrator: Bagram Ibatoulline


Pages: 32 ISBN: 9780545030359

Ages: Pre-k to 3rd Grade Reviewer: Megan Blackburn

The Story

Based on a childhood experience, Lois Lowry writes about renewing her relationship with her father after his war absence. It begins early on a cold November morning as the two set out to hunt crows. She is shy and feels awkward calling him ―Daddy‖ but she is also happy to be with him even if it is to go hunting, something that makes her vaguely fearful. Her father, sensing her hesitation, tells her she will be in charge of calling the crows and reminds her of the time before he left for the war when he bought her a rainbow plaid hunting shirt, much too big, but very beautiful in her eyes.

The time they spend together allows them to discuss Liz‘s fears but ends with her exhilaration as she calls the crows and they fly around her as if she were one of them.


Gender roles

Overcoming fears

Hunting

War

Why our reviewer recommends this book: Ms. Lowry‘s father was active during World War II, but children with parents estranged by the wars in Iraq and Afghanistan will relate to the experience of a child and parent getting to know one another. The emotion here is gently humorous and loving with both father and daughter aware of the gap in their relationship, but trusting each other to overcome any awkwardness. The picture book format belies the depth and nuance of the storytelling, however, the illustrations compliment the story with lovely subtle color and a style re-flecting the era of the 1940‘s.


Literacy: Using red, blue, black, yellow, and green construction paper cut into strips, ask younger children (3 to 3 1/2) to create a pattern on large white construction paper, older children (4 to 5) could ―weave‖ the strips by overlapping them to create the rainbow plaid. Bring in exam-ples of different plaid materials and talk about the kind of pattern called plaid.

Art: Create crow mobiles. Provide wire mobile frames, pre-cut lengths of string or fishing line, and crow-shaped black construction paper cut-outs. Have students tape two crow cut-outs together and stuff them

with wadded up scraps of paper. Cut out the shape of bird in flight from black paper (teacher would need to do this ahead of time). Then, have the children tape the stuffed birds to the string and attach the strings to the mobile frame. If stuffing the birds is too difficult, eliminate this step and have the children attach string to a single bird cut-out. Hang fin-ished mobiles in the classroom. Air flowing through the room will make the crows move or ―fly‖. This could lead to more interest in how birds fly.

Dramatic Play: Add wool shirts, boots, and stuffed animals to the dramatic play center and allow children to reenact the story.

Gross Motor Skills: Take children on a ―hunting trip‖ looking for animals or traces of animals that they can see. Make a list of the animals found. Meanwhile, have children collect leaves and sticks for a nature collage.

Cooking: Make a cherry pie with children

About the Reviewer

Megan Blackburn of Georgia teaches preschool, does NAEYC peer reviews, and writes for Ex-aminer.com as the Atlanta Toy

Examiner.


used to...

discuss fears.

Introduce hunting concepts.

talk about crows.

explore seasonal changes.

12

Danny Is Done with Diapers A Potty ABC

Author: Rebecca O‘Connell Illustrator: Amanda Gulliver

Publisher: Albert Whitman & Co. Year of Publication: 2009

Pages: 17 ISBN: 9780807514665

Ages: Infant/toddler Reviewer: Jorja Davis

The Story

This is a brightly colored, large text ABC book about toilet training. The children in the book are from many cultures (names), but the illustrations make little difference in facial features. The only letters that share a page are L and M; they show the La-dies‘ and Men‘s rooms where girls go with their mommies and boys go with their daddies. The page is appropriate from a literacy standpoint, but as with ―Jack goes …just like Daddy,‖ there are no alternative family groupings. The first page has up-percase letters, and the last, lower case. Upper and lower case are appropriately used throughout the text.


Letter recognition

Toilet training

Self-help skills

Hygiene

Celebrating success

Why our reviewer recommends this book: The topics addressed in this book are appropriate for the infant toddler class-room. Overall it is an excellent for potty knowledge and exposure to the alpha-bet. It could also be used as a resource for training on lap reading, literacy, and developmentally appropriate practice.

About the Reviewer

Jorja Davis is a retired Instructor at Blinn College in Bryan TX, currently living and

training in Marietta, Georgia.


Literacy: This book could be kept in a literacy center or in the bath-room for reading while sitting on the toilet.

Potty Training: A copy could be in the parent‘s library, since this is one area that parents tend to look to the ―teacher‖ as expert. This book will be an excellent resource as toddlers begin to express an interest in toilet training to the point of celebration of successful self help skills and hygiene.


used to...

potty train children.

Introduce parents to positive potty

training.

develop early literacy.

13

Dinosaur Starts School

Author: Pamela Duncan Edwards Illustrator: Deborah Allwright


Pages: 26 ISBN: 9780807516003

Ages: Pre-k to 1st Grade Reviewer: Robbie Roberts

The Story

Dinosaur doesn‘t think going to school is such a great idea. He stamps his feet and roars that he doesn‘t have to go. With the help of some gentle advice, he finds that going to school will help him grow up to be smart and can be a place to laugh, have a good time and make new friends. In fact, after a day at school, Dinosaur learns that school really is fun and he will be ready to go back tomorrow.


First day of school

Dinosaurs

Worry and anxiety

Why our reviewer recommends this book: All young children experience varied emotions upon entering school and even when returning from year to year. The mystery of the unknown often creates unfounded fear and worry about a new experience. This book allows a little boy to be the reassuring one to his pet dinosaur who isn‘t too sure about go-ing to school.

About the Reviewer

Robbie Roberts is the Director of Teacher Training and Out-reach at Harris Early Learning Center, a program managed by

Auburn University in Alabama.


This book is best used by Pre-K, kindergarten and first grade teachers by reading it aloud on the first day of school and throughout the year whenever a new child begins as a reminder of all regarding a first day at school. It can best be enjoyed as a teacher read-aloud and group discussion with either a small or large group.

Social/Emotional Development: Using both positive and negative descriptive words from the book- fun, new friend, too big, too noisy, yucky food, etc, open a group discussion with- Do you think children have the same fears as dinosaur had in the book? Discuss the dinosaur‘s fears and varied ways to address them.

Dramatic Play: Have one child be the boy and another be the dinosaur and act out the book. Ask children if they can think of other things at school dinosaur could have been worried about and how to handle it.

Literacy: Prior to reading the book on the first day of school, write a list of ideas children give about going to school. At the end of the week, review the book and the class list to see how closely they match.

Fantasy/Reality: Highlight the real and make believe aspects of the story. Can a dinosaur really go to school? What are things children can do that a dinosaur can‘t do?

Comparison: Document a day at school using both the book and a class schedule. Compare the two to view similarities and differences.


used to...

ease first-day-of-school fears.

show that school is fun.

14

Dogs Don’t Brush Their Teeth!

Authors: Diane deGroat and

Shelley Rotner

Illustrators: Diane deGroat and

Shelley Rotner


Pages: 32 ISBN: 978054508064

Ages: Pre-k to kindergarten Reviewer: Beth Nason Quick

The Story

This book is basically a picture book with fold-out pages. Each two page spread is consistent in format. Photos of dogs are placed in various settings on computer generated illustrations. The front page always has the text ―Dogs Do…‖ printed while the inside of each foldout reads ―Dogs Don‘t!‖ Each illustration represents

something dogs do or dogs don‘t do. The first pairing shows that dogs do ride in cars but dogs don‘t drive cars. The second pairing shows that dogs do fetch sticks and balls but dogs don‘t play baseball or tennis. The book continues in this pattern of presentation, often injecting humor in the illustrations.


Reality vs. fantasy

Fiction vs. non-fiction


Circle Time: This book would be conducive to generating conversa-tion and encouraging preschool and kindergarten students to orally discuss their experiences and background knowledge related to dogs and events and items depicted in illustrations.

Literacy Center: Have younger preschoolers identify colors found in the vibrant illustrations. Challenge preschoolers and kindergarten learners to distinguish the realistic versus fictional events in the book.

Why our reviewer recommends this book: The entire book is focused on dogs, an animal with which most children are familiar. The vibrant and engaging illustrations, as well as the fold out pages, would spark the interest of young learners. The limited text and focus on il-lustrations are suitable for young children who need to experience success with early attempts at ―reading‖ or interacting with a book.


used to...

share a recreational reading ex-perience with emerging readers as they discuss what is real and what

is make-believe.

About the Reviewer

Dr. Beth Nason Quick, Ed.D. is a Department Chair and Associate Professor at the University of

Tennessee at Martin.

15

Duck for Turkey Day

Author: Jacqueline Jules Illustrator: Kathryn Mitter


Pages: 30 ISBN: 9780807517345

Ages: Pre-k to 1st Grade Reviewer: Cynthia Jackson

The Story

The story is about Tuyet and she is learning about Thanksgiving or Turkey Day. She soon learns that her family doesn‘t eat turkey on Turkey Day! They eat Duck. She is not able to understand why until she returns to school and the children are asked to share about their Turkey Day. Tuyet finds out that everybody ate different things on Turkey Day just like her family. She learns that we are different but the same.


Multiculturalism

Self-concept

Similarities/differences

Family traditions

Communication

Why our reviewer recommends this book: This is an excellent book to use with children especially around the holiday season. It shows that we are all different with different types of families and customs. The book helps children to understand that it is ok if your family is different and eats or dresses differently. We can all share how we are differ-ent from each other, which will help to build the children‘s sense of pride in themselves and their family in a positive and non threatening way.

About the Reviewer

Cynthia Jackson is an Early Childhood Consultant from Mobile, Alabama. She is also a grant reader for Office of Head Start and a Child Behavior Spe-

cialist.


Science and Discovery: Talk about where different cultures come from and provide maps and globes for children to find the different cities and countries. Then, talk about those cultures. Have children find and cut out pictures from those countries from travel magazines and brochures.

Literacy and Writing: Provide travel brochures, old plane tickets, lug-gage tags, and have children plan a vacation. They can plan their desti-nations and create ‗passports‘ using old checkbook and pocket calendar covers that are donated by parents.

Manipulatives: Extend the activity to the Block Area and have the children construct an airplane or train or whatever mode of travel they want to use for us to take our vacation.


used to...

introduce self-image.

discuss different family traditions.

highlight multiculturalism within the early childhood classroom.

16

Farmer Joe and the Music Show

Author: Tony Mitton Illustrator: Guy Parker-Rees


Pages: 30 ISBN: 9780545124935

Ages: 1st and 2nd Grades Reviewer: Dr. Darshan Kaur

Narang, Ph.D.

The Story

Farmer Joe has a farm where many animals live and crops are grown. When he no-tices that monotonous life on the farm is keeping the hens from laying eggs, the crops from growing, and the cows and pigs from eating regularly, he hopes that the power of music will be the key to get things moving in a positive direction. Listening to Farmer Joe‘s melodious guitar tunes, Fox takes out his fiddle, Rabbit comes to play the concertina, and Bear plays the bass. Farmer Joe‘s plan works, and he soon sees hens laying eggs, cows grazing, crops growing, bees humming, and pigs feed-ing. All of them dance, party together and relax with cold drinks in shade.


Musical instruments

Music as medicine

Farm animals

Celebrations

Fulfilling obligations

Why our reviewer recommends this book: This book shows the power of music to change one‘s mood and even make impossible things possible. It conveys the idea that music is enjoyed by eve-rybody and every creature on earth. For young children, music can increase concentration and attention span, enhance rhythm, and create a cheerful mood.


Music: Take children to visit a music department or music center and explore different musical instruments.

Art: Provide paper or posterboard and crayons, markers, or colored pencils and have children create posters illustrating the different instru-ments mentioned in the book. Display the posters on the classroom walls.

Dramatic Play: Let children prepare and wear masks to represent the different characters and use them as they reenact the story.

Movement: Play a variety of musical instruments two or three times each week and encourage children to sing, play, and dance along to the rhythm.

About the Reviewer

Dr. Darshan Kaur Narang. Ph.D. is an Assistant Professor at University of Rajasthan in

Jaipur, Rajasthan, India.


used to...

introduce different farm animals.

encourage pro-social behavior.

demonstrate the therapeutic pow-

ers of music.

17

Fox Walked Alone

Author: Barbara Reid Illustrator: Barbara Reid


Pages: 26 ISBN: 9780807525487

Ages: Kindergarten to 3rd Grade Reviewer: Martha Garner

The Story

In this story, Fox lives a lonely nocturnal existence until he notices a change in the air. He follows a trail, finding friends along the way, until he arrives at Noah‘s Ark and finds a companion. The story is commented on by two crows who follow Fox.


Rhyming words

Social studies

Animals

Cooperation

Friendship


The illustrations in this book are beautiful and the rhyming story is in-triguing. However, it would have a somewhat limited appeal because the surprise at the end of the book is Noah‘s Ark, so children who are not familiar with that story would not understand the conclusion. Other-wise, it is illustrated in an original and very interesting manner, and the rhymes move the story along well, with a few twists and turns along the way.


Literacy: Read the book once with the children, then reread and pause to allow them to fill in the rhyming words.

Science: After reading the story, begin a study about wild animals, allowing pairs or small groups of children to choose one animal to re-search. Be sure to include Fox, and perhaps suggest some other noc-turnal animals as well. The research can be presented and made into

a Venn diagram about nocturnal and diurnal animals. You could also study names for the male and female animals as well as baby names for animals.

Social/Emotional Development: Discuss feelings throughout the story: Was Fox happy in his life alone? Have the chil-dren study facial expressions. How does Fox‘s expression and body language show his feelings as the story pro-gresses? You could follow up with a brief discussion of friendship and then have students draw and write about how it is portrayed in the story or how they show it in real life.

Geography: Talk about some of the scenes in the story and how the geography differs from local geography, as well as differences in the buildings and street scenes. Chart ‖present day― vs. ―long ago.‖

Art: Follow a book reading with an art lesson using the illustrator‘s method of plasticine or playdough pressed onto a backing. The children can make simple scenes and display them. Younger children may want to use cookie cutters to make animal shapes on the backdrop.

About the Reviewer

Martha L. Garner teaches Pre-K at St. Charles Street Elementary School in Jeanerette, Louisiana. She is also the editor of the LAECA journal, Col-laborations, and the Region IV Ele-mentary Teacher of the Year. She recently received her National Board

Certification.


used to...

introduce the concept of nocturnal.

teach the value of cooperation and friendship.

18

Fritz Danced the Fandango

Author: Alicia Potter Illustrator: Ethan Long


Pages: 31 ISBN: 9780545075541

Ages: Pre-k to 3rd Grade Reviewer: Julie Bloss

The Story

Fritz the goat is a unique character who has a special talent for dancing the Fandango. Fritz learns throughout the story that all of his friends have unusual gifts and talents that make them special. Fritz discovers that friends do not need to be exactly the same in order to get along.

Why our reviewer recommends this book: Fritz Danced the Fandango is a fun, colorful book that explores the impor-tance of uniqueness and individuality. This story is applicable to all children and can be used for a variety of teaching experiences both at school and at home.


Read Aloud: Students sit in a circle, the teacher reads the book. After the story, each student takes turns sitting in the circle. Students take turns listing special traits or talents that the student in the center has. Variance: The teacher or another student takes turns describing a stu-dent by their special trait or talent, other students try to guess who is being described.

Art: Trace hands on white construction paper. Cover with glue, cotton balls and wiggly eyes to create a goat. Discuss with the children how no goats look just alike just as no two students are just alike…and that is ok!

Compare/Contrast: Choose two students. Have them stand in front of class. List on board things that are the same, things that are different by comparing/contrasting the two children.

Dramatic Play: Act out the story using props. Allow the students to choose their own unique talents instead of the ones in the book.

Social/Emotional Development: Create a class book showing pictures and describing talents/traits of each student. This would be a great activity for ―I am Special‖ theme. This would also be a wonderful project for students to do at home with their families. Display the book at school for students and at conferences for parents.

About the Reviewer

Julie Bloss is the Principal at Grove Early Childhood Center, Grove Public Schools, Grove,

Oklahoma.


used to...

support the importance of being

unique or special.

teach about the value of friend-ship.

Independence

Uniqueness

Appreciation of

personality

Self-awareness

Bullying

prevention

Friendship


19

Funny Farm

Author: Mark Teague Illustrator: Mark Teague


Pages: 32 ISBN: 9780439914994

Ages: Infant/Toddler to 1st Grade Reviewer: Dr. Jean Foster Paulsel

The Story

In this beautifully illustrated book, Teague takes us through a day on the farm via Edward, the city dweller, who is visiting his aunt, uncle, and cousin at Hawthorne Farm. He arrives on a train and spends the day the day learning about farm life. He gathers eggs and milks cows. He plants, tends sheep, and makes maple syrup. Each double page illustration relates to one specific activity. Designed as a picture book, there are few words.


Family

Daily routines

Farm activities

Passage of time

Why our reviewer recommends this book: This book is easily readable to infants and toddlers and a good practice book for those young readers just beginning to explore the written word. Teague‘s illustrations are wonderfully vibrant and chock full of details to intrigue young children. The pictures encourage extension of the story, questions, and prediction of other activities on the farm.


Infants and toddlers: Read the book aloud to children and point out various parts of the illustrations to talk about colors and actions, draw-ing on the children‘s previous knowledge. For instance, note the birds in the nest and talk about when they have seen a bird outside.

The following suggestions are for ages 3 to 5:

Read aloud: While reading the book aloud, point out various aspects of the illustrations and drawing on past experiences (―Have YOU ever seen a chicken? Have YOU ever gathered eggs? When your mom buys them in the grocery store, have you ever thought about how they got there?‖)

Field trip opportunities: Visit a farm, train station, or dairy, watch syrup being made, or arrange a spinning wheel dem-onstration.

Guest presenters: Invite someone to knit and show finished products to the class, or someone who can demonstrate butter churning (older children can make butter by taking turns shaking cream in a glass jar).

Dramatic Play: Create a farm with farm animals, garden tools, straw hats, overalls, baskets for gathering eggs, bucket for making syrup.

Outside garden: Allow children to plant and care for what they have planted, harvesting when appropriate. Carrots are an excellent start.

Critical thinking questions: Why might Edward have come on the train? Edward is in a suit. Is that appropriate cloth-ing for what he‘s doing? Why? Why are the pigs rubbing their eyes and yawning? Why does Edward look so sleepy when Uncle Earl is milking the cow? Why is there a lantern lighted in the barn? Oops! Edward is sitting down in the mud with the pigs. What do you think happened? Why is the chicken chasing Edward? What might happen if she catches him? When Uncle Earl is plowing, Edward is watching some bugs. What are they doing? Why are they digging holes in the garden? What is going to happen next? The large Daddy ram looks very angry. Why? What do you think is going to happen next?

About the Reviewer

Dr. Jean Foster Paulsel is an As-sociate Professor and Extension Child Development Specialist with

Texas AgriLife Extension Service.


used to...

encourage critical thinking and

prediction skills.

develop math skills, such as counting backwards.

20

Gone with the Wand

Author: Margie Palatini Illustrator: Brian Ajhar


Pages: 31 ISBN: 9780439727686

Ages: Kindergarten to 3rd Grade Reviewer: Ginny Esch

The Story

Edith B. Cuspid, an engaging tooth fairy, tackles the problem of finding gainful em-ployment for her friend, Bernice Sparklestein. Bernice is a fairy godmother of re-nown who has the misfortune of owning a defective wand. In order to keep her magical powers and experience value in her life, Bernice must be successful in her employment. Since the ―bippidy‘ of Bernice‘s wand is now defunct, Edith suggests alternative occupations. A series of trial-and-error positions are attempted such as fairy dusting, snowflake creating, and candygram delivering, but all result in over-whelming failure. Edith devises a strategy that enables Bernice to accompany her in

her ―tooth plucking‖ rounds and ensure that children are blissfully asleep because they have received an ―extra bedtime tuck.‖


Friendship

Perseverance

Trial and error

Problem solving

Creative Thinking

Why our reviewer recommends this book: This book examines friendship, empathy, and persistence in a fantasy for-mat. The camaraderie is considered when one troubled character is helped by another; this concept can promote cooperation and collabora-tion on an individual or a group basis. The compassion of one friend for another can be applied to real-life situations when encouragement and assistance are a source of comfort and support. The determination and persistence can be purposeful in circumstances when a child is despondent and discouraged. Instead of giving up on an idea or a problem, a resolution may be found in an alternative perception or methodology.


Problem Solving: The children could create their own wands out of a star made from a foamie with a popsickle stick glued on the back. Decorate the star with glitter or sequins, and you might be good for a spell! Discuss the fact that real problems cannot be resolved with a wand, and talk about how relevant real-life difficulties can be rectified.

Dental Health: Leave a hard-boiled egg in a dark colored soda over-night, and have the children try to brush it clean.

Geography and Weather: One of the professions that Bernice tried is that of a snow fairy. She said that her ―wings iced up over Buffalo.‖ Some geographical locations contend with snow every year. This could be incorporated into a unit on weather and how weather affects us.

Science: A related topic would be the work of Snowflake Bentley and how his photography of snowflakes supported the concept that no two snowflakes are alike. The children could fold a circle of paper in half, and then again in thirds (snowflakes have SIX sides); varying designs can be cut into the folded paper to depict what a snowflake could look like. Also, the children could each take a picture with a disposable camera to experiment with their photography skills.

Creative Thinking: The children could concoct a recipe for ―fairy dust,‖ and use creative thinking to figure out what in-gredients can be included. They would then propose the properties of ―fairy dust‖ and how it could be effectively ―used.‖ A culmination of this topic is the creation of ―fairy dust‖ using Epsom salts and food coloring; a drop of vanilla or pepper-mint extract would expand the sensory experience. After mixing, let it dry thoroughly. The finished product can be taken home and used while taking a bath or for a parent‘s sore feet!

About the Reviewer

Ginny Esch is an Professor of Early Childhood Education at the

University of Tennessee at Martin.


used to...

encourage perseverance.

develop problem solving and criti-cal thinking skills. introduce new vocabulary terms.

21

Hello My Name Is Bob

Author: Linas Alsenas Illustrator: Linas Alsenas


Pages: 31 ISBN: 9780545052443

Ages: Infant/Toddler to 1st Grade Reviewer: Dr. Jean Foster Paulsel

The Story

Bob is a brown bear, a very boring brown bear. He enjoys quiet time, counting toothpicks, dusting plants, and sitting in parking lots. His best friend, Jack the Panda Bear is quite the opposite: loud, boisterous, active, and interesting. He en-joys swamps and amusement parks. How can two people be so different, but still be best friends?


Calm vs. active

Loud vs. quiet

Boring vs. interesting

Similarities and differences

Why our reviewer recommends this book: This book makes for a great read-aloud. The most interesting part of this picture book is, indeed, the pictures. They are well-done, vibrant, and tell the story well.


Read Aloud: Read the book aloud to children (ages 3 to 5) and dis-cuss differences in people and ways to handle our emotions. Much could be gained from a discussion about the temperaments of the two bears when compared with the temperaments of those in the class-room. This book could be useful in helping children calm and focus themselves.


used to...

begin a discussion about similari-

ties and differences.

transition to nap or quiet time.

About the Reviewer

Dr. Jean Foster Paulsel is an Asso-ciate Professor and Extension Child Development Specialist with

Texas AgriLife Extension Service.

22

Her Mother’s Face

Author: Roddy Doyle Illustrator: Freya Blackwood

Publisher: Arthur A. Levine Year of Publication: 2008

Pages: 40 ISBN: 9780439815017

Ages: 3rd Grade or older Reviewer: Lynn Manchester

Rogers

The Story

Siobhan‘s mother passed away when she was very young and she has no mem-ory of what her mother‘s face looks like. As Siobhan tries to go through old magazines and materials in each room of her house in Dublin, she becomes very sad that she can no longer make any connections or visual images of her mother. To make matters worse, Siobhan has a hard time connecting with her father be-cause he is also sad, quiet, and distant even though he loves her very much. As Siobhan becomes older she keeps her sadness bottled up until one day when she meets with a stranger and they begin a warm relationship and even talk about memories together. The stranger tells Siobhan to begin to look in the mirror. As

Siobhan grows older and has a daughter of her own, she continues to look in the mirror and begins to see her mother‘s face within herself. Siobhan makes connections to her own past with her daughter and begins that same journey with her father. Siobhan is able to remember her mother with laughter instead of tears, and through her own journeys of motherhood she establishes a connection with her family again.


Death and loss

Family dynamics

Social/emotional awareness

Self-concept

Family traditions

Feelings of sadness

Why our reviewer recommends this book: This book provides some really wonderful insights into the impor-tance of family connections. The book deals with the concept of death in a more abstract manner and focuses on the fact that it is the visuals and the senses that we remember about the people that we love and how much we are all connected with each other.


• Have children bring an object or picture from their mother‘s or fa-

ther‘s past, or if they were adopted bring something that comforted them.

• Webbing of Families…who is in each family…roles they play in

(their life)

• Have children bring a picture of them when they were babies up till

now or their parents.

• Share memories (funny or sad) with children. Talk to parents or guardians first, as this may be difficult to talk about

if a child has lost a parent or someone close to him/her.

• Use diaries that grandparents wrote in about their family or events that occurred.

• Make up a song about ―Mirror-Mirror What Do You See?‖ based on the story Brown Bear-Brown Bear What Do You

See?

• Read other stories about families-more important funny stories and traditions in families.

• Have a parent or guardian share their stories of younger and older.

About the Reviewer

Lynn Manchester Rogers is a teacher in the Denton Independent School District in Texas. Lynn dedicates this review to the honor and memory of her parents,

Barbara and Tom Manchester.


used to...

discuss death and loss of loved

ones.

highlight the importance of form-ing and maintaining family con-nections.

23

Hoppy Hanukkah!

Author: Linda Glaser Illustrator: Daniel Howarth


Pages: 24 ISBN: 978-0-8075-3378-9

Ages: Infant/toddler to grade 3 Reviewer: Dr. Larkin Page

The Story

A family of six rabbits (two parents, two children, two grandparents) cele-brates the first night of the eight-day Jewish holiday of Hanukkah. The story is sequenced with explanations of each of the steps in the evening events (understanding when to light the candles, how many candles are lit, the cooking of latkes, playing with the dreidel, giving of gifts, and the general feeling of family and faith.)

Why our reviewer recommends this book: The book offers insight into how a family of Jewish rabbits celebrates the first night of the eight-day Jewish holiday of Hanukkah. The books has vivid, colorful, large illustrations. The book also offers understanding of the elements of the Hanukkah celebration that might be unfamiliar to some stu-dents.


Sequencing the Story: Sequencing is a text structure activity. As stu-dents are able to order the events of a story it helps with comprehen-sion as well as aids students in breaking large tasks into smaller, more manageable ones. (In a center, whole group, or small group, students can sequence the story verbally, in written form, or through pictures in the book or created themselves.)

Vocabulary Development: Vocabulary development is essential for children to become independent readers, develop the background knowledge, and express thoughts. In a whole group the teacher can introduce the words before the book is read aloud. Students can predict

what they think the words mean. During or after the reading students can verify their predictions. These words can be in a center or used in a small group to reinforce how they are spelled, sounded out, and read. (various examples from the book: menorah, Hanukkah, beamed, Jews, twitched, latkes, wiggled, jiggled, crispy, patted, blessings, snuggled, dreidel)

Rhyming Words/Word Families: As children recognize word patterns reading can become easier and more fluent. In a whole group the teacher can introduce various rhyming words before the book is read aloud. Students should then be encouraged to listen for the words during the reading. During or after the reading students can verify their rhymes/word families they heard. These words can be in a center or used in a small group to reinforce how they are spelled, pat-terned, and read. (various examples from the book: wiggled/jiggled; glowed/showed; lit/it; flopped/hopped; light/night; blew/flew).

About the Reviewer

Dr. Larkin Page is an Assistant Professor and Assistant Program Coordinator for the doctoral pro-gram at Texas A & M University-

Commerce.


used to...

learn about the 8-day Jewish holi-day of Hanukkah. initiate a unit about various faiths

around the world.

develop vocabulary.

teach about rhyming words.

Family

relationships

Faith

Celebrations

Hanukkah

Gift-giving

Lighting of

candles

Cooking


24

How Do Dinosaurs Say I Love You?

Author: Jane Yolen Illustrator: Mark Teague


Pages: 29 ISBN: 9780545143141

Ages: Pre-k to Kindergarten Reviewer: Penny Hitt

The Story

The author uses different dinosaurs to show how a young child may act throughout the day. It might be negative feelings and the dinosaur may act out physically by

hitting or throwing. After each action the dinosaur will show the parent that he loves them by a positive act such as a smile or a wave.


Feelings

Why our reviewer recommends this book: The book uses realistic activities to show how children have negative feelings and how they deal with these feelings but are still loved.


Brain- Storming: Ask the children how they would say ‗I love you!‘ and plan activities from their responses.

Art center: Make cards for parents.

Drama center: Role-play situations from the book: How to wake in the morning, how to ride safely in a car, safety on the play-ground, cleaning messes.

Sand activities: What can you do with sand instead of throw it?

Cooking activity: Ask the children what they would cook for their parents to say ―I love you.‖ Collect favorite recipes and make a cook-book.

About the Reviewer

Penny Hitt, M.Ed. is a Lead Teacher for 3 and 4 year olds at Harding

Academy in Searcy, Arkansas.


used to...

supplement a unit on feelings, perhaps around Valentine’s Day,

Mother’s Day, or Father’s Day.

teach children how to deal with negative feelings.

25

How Many Donkeys? An Arabic Counting Tale

Authors: Retold by Margaret Read

MacDonald & Nadia Jameel Taibah

Illustrator: Carol Liddiment


Pages: 32 ISBN: 9780807534243

Ages: Kindergarten to 3rd Grade Reviewer: Hollie L. O‘Connor

The Story

Jouha is a devout business man. He leads his team of donkeys, packed with dates to sell, to the local market. At the beginning of the journey, he and his son count ten donkeys, “Wahid-one, Ithnan-two, Thalatha-three, Arba’a-fou, Khamsa-five, Sitta-six, Sab’a-seven, Thamanya-eight, Tis’a-nine, and Ashara-ten!” As Jouha travels on his voyage though, the counting becomes a bit more difficult for him. At times when Jouha counts, there are only nine donkeys. Where has the one donkey gone? Friends encountered along the route tell Jouha he must count again. When Jouha gets off his donkey and counts again, the missing donkey mysteriously reap-

pears! As you reach the end of this funny, traditional folktale, you too will laugh as you realize why Jouha has such diffi-culty counting the donkeys!


Diversity

Counting

Multicultural awareness

Folklore

Foreign language

Why our reviewer recommends this book: The story is rewritten from a traditional Middle Eastern Folktale. The illustrations are colorful, intriguing, and provide their own cultural uniqueness to the story. Many pages contain a reiteration of the num-bers 1-10 in Arabic. A website, listed in the preface, allows you to hear the numbers spoken in Arabic by the author.

About the Reviewer

Hollie L. O’Connor is an early child-hood educator from Columbus, Indi-ana with a M.Ed in Early Childhood

Education & Development.


1. Include this book during a unit or study on Middle Eastern cultures. Change one of your classroom centers to a Middle Eastern themed center. Add baskets, lots of scarves and robes, sandals, and items to represent food to put in the baskets. Have students make posters with Arabic symbols, words, numbers, etc. to hang up in the center.

2. Discuss how the following from the story compare to our own lives: clothing, topography, modes of travel and transport, business, lan-guage, etc. Make a chart to show the comparisons.

3. Using two large plastic tubs, make miniature sand tables by filling with play sand. Create desert scenes with plastic toy donkeys and people, small plastic cups to represent baskets, small rocks and pebbles, plastic trees and plants, etc. Children can reenact the story in the sand tubs.

4. Allow the children to act out the folktale as you read the story. Have the entire class count in Arabic throughout the story. Students will even enjoy being the donkeys! After acting out the story, have a class discussion about why Jouha had such trouble counting his donkeys on the journey. Do you think it was easy for everyone else along the way to see the counting mistake? Why or why not?

5. As a class, brainstorm ideas and write a modern day folktale based on this story. Have each student add a part to the story and their own illustrations.

6. Let each student find ten items in the classroom and have them count their selections in Arabic. Make and decorate class counting cards with the pronunciation on them for guidance. These can then be displayed in your classroom!


used to...

discuss Middle Eastern cultures.

highlight the Arabic language.

explore folklore and traditional

storytelling.

26

I Am So I Can

Author: Charlene Nelson Photographer: Megan Nelson

Publisher: Good Sound Publishing Year of Publication: 2009

Pages: 36 ISBN: 9780982156377

Ages: Infant/toddler to Kindergarten Reviewer: Peggy Buffington

The Story

The story line is very basic. It revolves around the idea that children are happy, crea-tive, curious, fun, etc. so that they can do a wide variety of things such as dance, laugh, giggle, make friends, explore, make things, and much more. It is exciting and interesting to see what the next pages hold for the child to become, so that they can…


Confidence

Self-esteem

Why our reviewer recommends this book: The simple wording makes it an easy ―read‖ even for very young children. The photography of the children is beautiful and will interest the child. The idea of presenting characteristics of children and what those characteristics allow children to do is part of the complex make-up for the social and emo-tional development of children.

About the Reviewer

Peggy Buffington is the Program Director for ULM Helps at the Uni-

versity of Louisiana at Monroe.


For infants and Toddlers the book is interesting enough to simply read a page or the entire book to a child, as long as they are interested. Be-cause the book offers real photographs of children even very young children will be interested. The book could also be photocopied in color and the pictures used around the room to show children engaged in a variety of activities at different centers, EX. For the science area, the

hold a bug, or discover nature would be a perfect fit. You could also take photos of the children in the classroom doing the things the book talks about and display those photographs. For Pre-K and K the book could be used in all the ways discussed in the infant and toddler paragraph, as well as the following ways…

1. Have the children demonstrate all the ideas from the book‘s So I Can section. 2. Help the children to make a list of additional things they can do because they are creative, loving, etc. 3. Allow the children to take photographs of friends or family doing things and create a book or a display for each

child to have their own personal space. 4. Use the book as a cornerstone for the schedule for the day. For example, first thing in the morning say to the

students, ―I am awake this morning, so I can start the day.‖ ―I am energetic this morning, so I can play outside.‖ ―I am sleepy after lunch so I can rest on my mat.‖


used to...

teach children that they can do

many things.

build confidence.

27

I Know the River Loves Me Yo sé que el río me ama

Author: Maya Christina Gonzalez Illustrator: Maya Christina

Gonzalez

Publisher: Children‘s Book Press Year of Publication: 2009

Pages: 23 ISBN: 9780892392339

Ages: 1st through 3rd Grades Reviewer: Michelle Huffman

The Story

Presented in both English and Spanish, Gonzalez combines cultural storytelling with vivid jewel-toned illustrations that are riveting. She humanizes the flowing river as one of her best friends in the world. She can hear the river call her name, and sing-ing when she is near. Maya appreciates how the river cools her in the summer, and holds her up when she jumps in. The story provides a wonderful lesson on taking

care of our world.


Conservation

Ecology

Habitat preservation

Why our reviewer recommends this book: Children will be engaged, fascinated and inspired by Maya‘s bold illustrations. The setting is natural and captures the essence of outdoors. The simple text provides a powerful message about preserving our environment.


Art: Provide a variety of fine-tipped colored markers & white paper for line drawings.

Library: Explore a variety of non-fiction texts that reflect conservation

Writing: Provide students with a collection of photographs that depict nature to serve as writing prompts

Geography: Help students locate rivers and create travel brochures on ―why to visit.‖

About the Reviewer

Michelle Huffman is an Early Childhood Consultant and an Early Reading First grant facili-tator for the Mt. Pleasant Inde-pendent School District in

Texas.


used to...

begin a unit or discussion on

environmental issues.

support children who are learning

either English or Spanish.

28

I’m a Turkey!

Author: Jim Arnosky Illustrator: Jim Arnosky


Pages: 32 ISBN: 9780439903646

Ages: Infant/toddler to 3rd Grade Reviewer: Heidi Maier

The Story

The latest book by wildlife artist and folksinger Jim Arnosky is this presentation all about the turkey! Realistic pencil drawings compliment the story/song about this of-

ten misunderstood and under appreciated fowl.


Turkeys

Why our reviewer recommends this book: This realistically drawn picture book provides accurate information, presented as a catchy song (available for download from Scholas-tic). This book could be used simply as a visual for the song or inde-pendently as an informational, non-fiction text.


Vocabulary (integrating Science/Social Studies): The term ―FLOCK‖ is used for a group of turkeys. Elicit children‘s interest to find out what groups of other animals/things are. For example:

What is a group of dogs called?

A group of guinea pigs?

A group of children?

The teacher will model the use of a dictionary or a computer to find the answers. Create a large chart with the results, and hang on the wall. Children will illustrate each chart entry.

Comprehension/Fluency: Listen to Jim‘s song (downloading instructions provided in the book). The teacher will have prepared a chart with the lyrics, illustrating minimally to prevent distraction. The teacher will leave obvious spaces in be-tween the words, to assist with print knowledge. The teacher will play the song, and point to the words as appropriate. Children will take turns pointing to each word, as the song plays, or as the group sings. Independently, the child can find words/letters in the poster that they begin to recognize.

Comprehension (with Science/Social Studies): Provide materials (paper sacks, feathers) for children to create their own turkey costume. Use in the dramatic play area to act out the story, or to provide children with ―What if‖ role play, where a few students are turkeys and the rest of the students are watching, providing responses. The teacher leads the discussion:

WHAT IF:

A turkey heard a strange noise? What would the turkey do....WHY? A turkey was hungry? What would the turkey eat and how would the turkey eat?

The teacher facilitates the discussion, involving all children. The ―turkeys‖ act out the responses.

About the Reviewer

Heidi Maier is an Associate Professor of Early Childhood Education at the College of Central Florida, where she is also the Interim Director of the CF Learning Lab School and the Learning

Lab School Liaison.


used to...

teach children about turkeys from

a scientific perspective.

Explore social studies concepts as they relate to the turkey

(geography, Thanksgiving).

29

Just How Long Can a Long String Be?!

Author: Keith Baker Illustrator: Keith Baker

Publisher: Arthur A. Levine Year of Publication: 2009

Pages: 24 ISBN: 9780545086615

Ages: Kindergarten to 1st Grade Reviewer: Jeanetta Riley

The Story

When Ant discovers a huge ball of string in his path, he poses the question to Bird, ―Just how long can a long string be?‖ Bird takes Ant on an exploration in search of the answer. Through rhyme, Bird leads Ant to understand that the problem of the

large ball of string can be examined in a variety of ways. In the end, Ant realizes that by looking at the problem from many angles, he can find the answer to his question.


Problem solving

Why our reviewer recommends this book: By examining the variety of ways the characters use an everyday item (string), the book can be used as a springboard for creative ideas about solv-ing problems. Additionally, literacy skills can be introduced or reviewed by using this book: vocabulary, rhyming words, punctuation.


Read the book to a group of kindergarten or first grade children. Discus-sion points can include how a problem that seems large and insur-mountable can really have a variety of ways to be solved, interesting vocabulary that the author uses, rhyming words, punctuation, and crea-tive use of materials. Offer the children the opportunity to role-play the story as the book is read aloud.

After reading and discussing the book with a group of children, provide a small ball of string to each child or a small group of children. Ask the children to investigate ways their string could be used. (If children are interested, this could lead into an extended project about the various uses that they discover.)

Provide an assortment of everyday items such as clothespins, twist ties, craft sticks. Observe the children as they exam-ine and use the items. Ask the children to think about different uses for the items. Children can draw pictures and/or write stories about their ideas to be collected for class books about each item.

About the Reviewer

Jeanetta G. Riley is an Assis-tant Professor at Murray State

University in Kentucky.


used to...

develop problem solving skills.

teach literacy skills, such as rhyming words, vocabulary, and punctuation.

30

Leaf Trouble

Author: Jonathan Emmett Illustrator: Caroline Jayne Church

Publisher: Chicken House Year of Publication: 2009

Pages: 24 ISBN: 9780545160704

Ages: Pre-k to 1st Grade Reviewer: Deidre Brown

The Story

Leaf Trouble is a delightful story about a very persistent little squirrel named Pip. One day Pip awakes and finds his home tree is falling to pieces. So with swiftness, he begins running around trying to put the tree back together. But as he tries, Pip realizes something else is taking place that can‘t be stopped.

Why our reviewer recommends this book: This is a good resource book to read to children when leaves begin to change colors and fall. After reading this book, teach-ers can explain to students why leaves change and the impor-tance of this change.

About the Reviewer

Deidre Brown of Texas is an Educational Consultant. She is currently employed with Southern Methodist University and the Uni-versity of Oregon. Deidre is completing her doctoral degree in Administrative Leader-

ship in Teaching and Learning.


Read Aloud: Before reading the story, ask students to comment about the cover of the book. Ask students questions that make them think critically about the cover of the book. During the reading of the story, check for understanding to make sure students comprehend what is being read. After the story has been read, ask students what they

would do if this was happening to them.

Picture Smart: Make a leaf collage. Use coffee filters and food coloring (yellow, orange, green, and brown) to make autumn leaves.

Nature Walk: Collect leaves while walking through your school yard. Take collected leaves back to the classroom for a round table discussion.

Sequencing: Sequencing story through picture drawing.

Making Connections: Ask students if they ever experience falling leaves while playing in the yard. After discussion, ask students to draw what happened.

Word Smart: Act out story. Include a paper-made tree and cut-out leaves.


used to...

introduce the concept of photo-synthesis to young children.

Colors

Photosynthesis

Seasonal

changes

Determination

Curiosity

Problem solving


31

Let Me Help!/¡Quiero ayudar!

Author: Alma Flor Ada Illustrator: Angela Domínguez

Publisher: Children‘s Book Press Year of Publication: 2009

Pages: 30 ISBN: 9780892392322

Ages: Pre-k to 2nd Grade Reviewer: Deirdre Englehart

The Story

What can a bird do to help? Perico is a parrot whose family is preparing for Cinco de Mayo and he wants to help. Perico cannot make tamales, or tissue paper flowers, or do the folklorico dance, he can't play the trumpet, or even make pan dulce. Perico says, "Let me help! Let me help!" but he hears 'go away'! Perico watches in fascina-tion as the barges float down the river for the Cinco de Mayo parade. When his fam-ily barge passes under the bridge they lose decorations, Perico finally has a way to help. He stands among the tissue paper flowers to decorate the boat. He found a

way to help!

Let me Help! explores the Mexican celebration of Cinco de Mayo by sharing how one family prepares for the holiday. It emphasizes that each person or bird can contribute. This story is written in English and Spanish.


Cinco de Mayo

Mexican traditions

Family

Cultural traditions

Why our reviewer recommends this book: In our society today we do have various cultures and we want to help children appreciate them and their traditions. This book dem-onstrates insight into the Mexican culture and Cinco De Mayo.


Talking Points: If you were in this family, how would you help in preparation for Cinco de Mayo? What type of celebrations does your family have? Tell about the special foods and activities associated with the celebrations.

Cinco De Mayo Dramatic Play: Allow children to use various props associated with this book in the housekeeping center. Children can be encouraged to reenact the storyline and create their own Cinco de

Mayo celebration.

Cinco De Mayo Festival: Invite families to bring in different items as described in the story to create a Cinco De Mayo celebration in school. Children can make paper flowers, dance and eat Mexican foods. They can have a parade around the school.

Cultural Celebration: Survey parents in the classroom to find out their cultural background. Invite parents to share in-formation about their cultures including crafts, celebrations and cuisine.

English - Spanish Words: Create a list of interesting words from the story and compare the English and Spanish for-mats. Have children learn some words in Spanish.

About the Reviewer

Deirdre Englehart is with the Early Childhood Development and Education program at the University of Central Florida. She currently coordinates the undergraduate program at a regional

campus in Daytona Beach.


used to...

teach children about Cinco de

Mayo.

support a unit on different cul-

tures, holidays, and traditions.

32

Mama Says A Book of Love for Mothers and Sons

Author: Rob D. Walker Illustrator: Leo & Diane Dillon


Pages: 26 ISBN: 9780439932080

Ages: 1st through 3rd Grades Reviewers: Janet Foster

and Jessica Parks

The Story

This beautifully illustrated narrative is told from the view point of a boy. On each page ―Mama says…‖ the life lessons that can help the boy live a childhood that con-tributes to the well-being of his fellow human beings and build personal qualities that will enable him to grow into a strong, competent, compassionate, caring adult. At the end of the story, the grown man assures the audience that he made it because he listened to and obeyed all of the advice his mother had shared with him.


Language

Different cultures

Fiction vs. nonfiction

Rhyming

Repetitive text


Writing and Drama: Read the story aloud to the whole class. Divide the students into groups of four or five. Instruct each group to identify three life lessons that they think are important for people to develop and who might teach them the lessons. Then, groups can collaboratively write their own narrative using repetitive text. Students can present their advice to the rest of the class by dramatizing their writing for the class.

Bookmaking: Instruct the students to recall and record an important life lesson they have learned from their parents/guardians that shaped them into the people they are today. Let each child create a page for a class book formatted like Mama Says with the advice from their parents/guardians. When completed, share the book with the class and allow chil-dren to take turns sharing the book at home with their special family member as a thank you for the positive influence in their lives.

(continued on next page)

Why our reviewer recommends this book: I would recommend this book for use with children in the primary grades not only because it demonstrates writing forms from different languages, but because it addresses important values for teaching children as well. Mamas from many different ethnicities teach their children about how to effectively and compassionately interact with others, dispositions that will support their developing personal com-petencies, and encourages children to develop into strong, brave, caring individuals. The book teaches these lessons using vivid illus-trations and rhyming words.

About the Reviewers

Dr. Janet Foster, Ph.D. is an Associate Professor at Valdosta State University

in Georgia.

Jessica Parks, M.Ed. Is a 4th Grade Teacher at Taylors Creek Elementary

School in Georgia.


used to...

explore various other cultures

and languages.

teach the many life lessons con-

tained in the book.

33

More Classroom Strategies and Ideas for Mama Says

Culture and Technology Exploration: Divide the students into groups of three. Provide each group with a graphic organizer for recording information about the various cultures illustrated in Mama Says. After collecting the research data, each group can create a PowerPoint presentation that includes information about the language and culture of their assigned group. The presentation should also include pictures or other images of people from the culture. Use the infor-mation located in the back of the text for initial guidance of small groups.

Visual Art and Cultural Studies: After reading the book several times, allow the students to choose a foreign lan-guage/culture from the book. Provide print materials that include several images of people whose language/cultural group are illustrated in Mama Says. Finally, have students illustrate a portrait of an individual clothed authentic clothing, native surrounds, etc. Create a multicultural display of children‘s portraits.

Writing: After several readings of the book, students can engage in a variety of writing experiences. They can select a cultural group, personal quality, or life skill from the text or illustrations in the book. Based on the curricular needs of the children, types of appropriate writing include poetry writing, descriptive writing, narrative writing, persuasive writing, com-pare/contrast writing, etc.

34

The Marshmallow Incident

Author: Judi Barrett Illustrator: Ron Barrett


Pages: 30 ISBN: 9780545046534

Ages: 1st through 3rd Grades Reviewer: Michelle Jackson

The Story

Two feuding towns, the Town of Left and the Town of Right, are divided by a yellow line that is protected by knights. When someone accidentally crosses the line, a battle of marshmallows (the only available ammunition) begins. Finally, the two sides sit down to resolve their feud and peace is restored.


Intolerance of differences

Conflict resolution

Town hall meeting

Why our reviewer recommends this book: This book provides an example of resolving a conflict in a positive manner. It provides a springboard for class discussions on acceptance of differences and on ways to resolve conflicts.

About the Reviewer

Michelle Jackson is the owner of Michelle’s Cuddly Cubs, a family

child care home in Virginia.


Language Arts:

Help children look up terms they may not be familiar with (e.g. ambi-dextrous, incident, etc.).

Have books available on medieval times and bullying.

Science: Do an experiment to see if marshmallows will melt in cold or hot water. Graph students‘ predictions, and have them record what they observe. Discuss why the marshmallows melt or do not melt.

History:

Create a hunt online or use books, so the children learn about the history of marshmallows. The same can be done with the Berlin Wall as the topic.

Invite a guest speaker to come and talk to the class about their experience in seeing the Berlin Wall come down.

Social/Emotional Development:

For older children (3rd grade), create a peer mediator program to help with student conflicts.

Talk to older students (2nd and 3rd grades) about bullying. Have them help create rules to deal with bullying in a positive manner.


used to...

Open a discussion about similari-ties and differences.

35

Mermaid Queen

Author: Shana Corey Illustrator: Edwin Fotheringham


Pages: 32 ISBN: 9780439698351

Ages: 2nd and 3rd Grades Reviewers: Janet Foster

and Jessica Parks

The Story

Annette Kellerman wanted to dance like other girls, but she couldn‘t because of the leg braces that confined her movement. Encouraged to swim to build strength in her legs, the key to reaching her greatest dream was found. She developed swimming movements similar to those performed by dancers. She enjoyed her feelings of beauty and grace, feelings she did not have out of the water. She won races and perfected her swimming techniques. While traveling in America, she discovered women were not allowed to wear clothing that would permit them to swim freely and was arrested for her ―inappropriate swimming attire.‖ As a result, she designed a bathing suit for women.


Geography

Women’s rights

Non-fiction

Story elements (plot,

character, setting, etc.)

Why our reviewers recommend this book: The excitement engendered by this book begins before opening the book. The book jacket is enhanced with textured images and words on both the front and back covers. Through the illustrations and text, a powerful story of determination, persistence, and success is brought to the book‘s readers. Mermaid Queen is an excellent exam-ple of non-fiction that is exciting and interesting, as well as informa-tive. The text uses phrases such as ―whirled and twirled‖ and ―dipped and dived‖ to convey the style of swimming created by Kellerman. After reading her story, students will appreciate the historical signifi-cance of Kellerman, the long struggle women have endured to seek equality in sports, and the impact one‘s decisions have on life.


Writing: Read the story aloud to the whole class. Select a writing form such as poetry or a biopyramid. Encourage children to use the form to write about a time when they were brave and tried to accomplish a skill that they had never done before. After the writing is completed, have

children share with the class. Discuss how persistence and determination can help them accomplish their goals.

Research and Visual Arts: After reading the text, assign small groups of students to research other significant women who were involved in historical events related to women‘s rights or participation in sports. The teacher can locate elec-tronic and/or print sources of information for the children to use. After recording their data on a graphic organizer, en-courage children to tell their subject‘s story with text and illustrations (using Mermaid Queen for inspiration). Children‘s text and illustrations could be used to make a book, poster, cube report, lifeline report, etc.

Map Making: After reading the text as a whole group, make a list of all of the locations mentioned in Mermaid Queen. Display a world map for children to explore. Locate and mark each geographic location from the list. Using the world map as a model, encourage children to create their own map of the locations found in the book.



used to...

support a unit on women’s rights.

About the Reviewer

Dr. Janet Foster, Ph.D. is an Associate Professor at Valdosta State University

in Georgia.

Jessica Parks, M.Ed. Is a 4th Grade Teacher at Taylors Creek Elementary

School in Georgia.

36

More Classroom Strategies and Ideas for Mermaid Queen

Research and Writing: Read and discuss Mermaid Queen as a group. Identify the various geographic locations men-tioned in the book. Divide children into groups to research and present special facts about the locations in Kellerman‘s story. Students can illustrate their work.

Dance and Movement: Play graceful, quiet instrumental music while children dance using scarves to create the move-ments that Kellerman may have incorporated into her water dancing. For even more ideas, locate video clips of ballet or water dancers performing various movements.

Visual Arts: Locate and print images from women‘s fashion throughout history. Have children create a timeline with the images that illustrate the changes in fashion. Discuss the children‘s observations about change. Children can then de-sign a new fashion that would be appropriate for them to wear to engage in a particular physical activity (e.g. Bike riding, skating, etc.) to make their movement easier.

37

The Mitten

Retold by: Jim Ayelsworth Illustrator: Barbara McClintock


Pages: 32 ISBN: 9780439925440

Ages: Pre-k Reviewer: Sabrina A. Brinson

The Story

A cold winter day and a new outfit are just right for play. Yes, the little boy stays warm and toasty in his knitted hat, scarf, and mittens, which shows grandmother knows best! But back home he realizes he has lost a mitten. Meanwhile, Little Squirrel on tippy toes because his toes are cold as ice, discovers the lost mitten and scrambles inside to make his toes feel warm and nice. Sound asleep, the hippity hoppity of Rabbit thumps him awake with a shuddering plea to let him into the mitten to warm his toes. First Little Squirrel declares there is no room, but remembering the cold and his own freezing toes he agrees. Just how much space is inside the

mitten? Brrrrr! Readers will find out as the shivering, quivering, shaking, quaking pleas to come inside of one animal after another stretches it wider and wider and wider. Paploof!


Seasons

Knitting

Winter-related concepts

Importance of love kind-

ness, and consideration

Why our reviewer recommends this book: The Mitten is written with clear, easy-to-understand passages ac-centuated with lively illustrations that are designed to capture the attention of young readers. The book can be used to introduce pre-schoolers to the four seasons and engage them in discussions about the weather. It can also be extended further into seasonal activities that are generated by the children‘s interests. Additionally, it would make a great read-aloud story for preschoolers to make predictions, expand their vocabularies, and heighten their overall literacy development as the story unfolds.


Read-Aloud: After reading the title, author, and illustrator provide am-ple time for young children to get up close to the book to discover and discuss various details and pictures. While reading the opening pas-sages, engage preschoolers in a discussion about the seasons. Play the name game and ask for volunteers until autumn, winter, spring, and summer have been identified. Also, pose questions that provide chil-dren opportunities to share information about the seasons. As the story unfolds and an assortment of animals discovers the little boy‘s lost mitten, continue to engage children with frequent opportunities to in-

crease their vocabulary by discussing different concepts, answer questions, share related experiences‘ and make predic-tions.

Dramatic Play: Have children act out the story, role play the animal characters, and fashion something big enough for everyone to snuggle into.

Hand-eye Coordination and Fine Motor Skill Activities: Spice up hand-eye coordination and fine motor skill activities by extending the book into sewing projects for children (e.g., knitting mittens, embroidering handkerchiefs, and quilting classroom quilts). Suggestion: Invite parents and other family members with sewing skills and/or interests to help coor-dinate the projects.

Classroom Library: Facilitate a theme-based library (Sewing) that features this book, along with other books about different sewing activities like knitting, quilting, and embroidering.

About the Reviewer

Dr. Sabrina A. Brinson is an Associate Professor at Missouri State University. She is also the Founder and National Director of the national, community-based literacy programs Boys Booked on Barbershops (B-BOB) and Girls

Booked on Beautyshops (G-BOB).


used to...

enhance literacy development in

preschoolers.

support projects and activities related to dramatic play, hand-eye coordination, and fine motor

skills.

38

Monster Goes to School

Author: Virginia Mueller Illustrator: Lynn Munsinger


Pages: 14 ISBN: 9780807552667

Ages: Pre-k to 1st Grade Reviewer: Carla Saunders

The Story

Monster is delighted to explain to his teacher that he knows how to tell time. He says that he knows when it is playtime, story time and music time but he cannot read the numbers on the clock. When Monster‘s teacher asks how he can tell time if he can‘t read the numbers, he shows her that his clock doesn‘t have numbers, but instead has pictures of the wonderful things that they do in class. Monster‘s teacher is very proud of him for using his imagination.


Problem solving

Feelings

Imagination

Sight words

Accepting differences


Small Group

Sight word Bingo – Teachers can create Bingo cards using some of the sight words in the book (is, can, I, etc.)

Monster sight word match game – Teachers can copy the sight words in the book, make cards and create a game that resembles Memory.

Circle Time

Teachers can engage children in a discussion about sharing, kindness and imagination.

Children can participate in a retelling of the story after the teacher reads the story. The children can also use their imagination to come up with alternate ending to the story.

Art Center

Telling time – The students can make clocks out of paper plates and brads.

Why our reviewer recommends this book: The story is very easy to comprehend and understand. The overall concept of the book is that not all people think about things the same way. It also discusses diversity, which is important to children.

About the Reviewer

Carla Saunders, aka "The Traveling Trainer," is an educator in Dover, Dela-ware who owns Positive Influences for

Youth Educational Presentations.


used to...

encourage and support children’s

individuality and differences.

reinforce beginner sight words.

39

Moon Science, History, and Mystery

Author: Stewart Ross Photographer: Various Sources

Publisher: Oxford University Press Year of Publication: 2009

Pages: 121 ISBN: 9780545127325

Ages: Kindergarten to 3rd Grade Reviewer: Melissa Bialowas

The Story

This is a comprehensive non-fiction book about the moon. It covers the science of the moon including phases, tide, and atmosphere. It includes the many missions to the moon, both unmanned and manned. It also covers historic views of the moon in many cultures and religions. Mixed in with the traditional Science you find out how the moon is handled in popular culture including nursery rhymes, music, poems,

movies, astrology, and even werewolves. Each topic is explained on a 2-page spread with large photos and easily di-vided topics. The layout of the book allows for easy reference with a glossary divided by topic and a symbol key to the topics divided into: Moon Landing, Moon Facts, Moonstruck, and Information. The glossary even includes ―ibis,‖ ―Korean War,‖ and ―polka,‖ though you will have to read the book yourself to learn why.


Moon science

Moon history

Moon-related lore

Why our reviewer recommends this book: This book covers everything about the moon. For younger children, the pho-tos and short summaries on topics make it easy to get and keep their atten-tion. For older children, the depth the book goes into would be great. This isn‘t your typical non-fiction book about the moon. While it includes all of the facts you would cover in Science, it includes so any other things. Songs written about the moon, how different cultures and religions incorporate the moon, and werewolves are just some of the many topics included.

About the Reviewer

Melissa Bialowas is a teacher at the Spring Valley United

Methodist Preschool in Texas.


Classroom Library: Keep a copy of the book in your classroom library for young children to use as a photo reference and for older children to read during a unit on moon science or space travel.

Reading: Use the book to demonstrate the various elements of a non-fiction book, such as the table of contents, glossary, index, etc.


used to...

provide a photo reference for younger children interested in the

moon.

supplement a unit on space.

40

Moonshadow’s Journey

Author: Gillian Lobel Illustrator: Karin Littlewood


Pages: 24 ISBN: 9780807552735

Ages: Pre-k to 3rd Grade Reviewer: Kelly M. Williams, Ed.S

The Story

A young swan finds courage from his grandfather for his first flight south. He starts of on an exciting adventure but has to deal with a new set of fears when his grandfa-ther falls during a storm. His parents take the lead and reassure the young swan that their flight will continue and he will learn to lead one day as well.


Loss

Family

Moving forward after loss

Why our reviewer recommends this book: This story of swans deals with family and the loss of a loved one. The characters are strong examples of moving forward through sadness. The main character relies on parents to lead him through a time of bereave-ment. Children could relate to the questions and uncertainty that the young swan faces.


Although this book could be used in a study of birds, migration, or as an addition to a science center or study, this book would be best used one-on-one with children who have experienced a loss or a dramatic change in their family. It would be easy for children to relate to the fears of the young swan. It could also be used as a prompt for talking about emo-tions and appropriate ways to express our sadness.

About the Reviewer

Kelly Williams, Ed.S. teaches for Loudon County Schools in Ten-nessee and serves as an Adjunct Faculty Member for Pellissippi State Community College, Roane State Community College, and Lee

University.


used to...

help children who have experi-enced a loss or dramatic change in their family.

41

Moose and Magpie

Author: Bettina Restrepo Illustrator: Sherry Rogers


Pages: 30 ISBN: 9781934359976

Ages: 1st through 3rd Grades Reviewer: Reginald Williams

The Story

Moose, a young calf who lives alone, is trying to figure out what is happening to him: his head is terribly itchy. A magpie in a tree he is using to scratch his head tells him that the itching is caused by the growth of his antlers. The itching is so hard for Moose to ignore, and Magpie tells him jokes about being a moose in order to take his mind off of his antler growth. Eventually, Moose‘s antlers come in, he migrates to a distant island finding other moose living there, and his antlers fall off to make room for new antlers. Along the way, Moose gains confidence in himself and who he is to the point where he can poke fun at himself with Magpie.


Friendship

Reading comprehension

Word decoding

Intent of the writer

Punctuation

Why our reviewer recommends this book: Restrepo and Rogers‘ Moose and Magpie presents a story that a preschooler, kindergartener, or primary school child would most likely find interesting. The subtle illustrations are an engaging way for the reader to connect the story‘s ele-ments to real facts about Moose and Magpies’ habitats; how these animals actu-ally live; and how they grow and mature. Even though the story itself is not terri-bly original—you‘ll find similar storytelling in a number of Aesop, Grimm‘s Brothers, or Hans Christian Anderson narra-tives--, the author has distilled it down enough so that it contains just enough of a plot so as not distract from the animal facts that are being highlighted. Placing the actual factoid on the animals in a confined box after the story narrative on each page was quite effective because the child reader would take in the ideas about moose and magpies in context and have an opportunity to logically connect the ideas to the story before realizing that this same logic applies in the real life world. For a primary school child—the vocabulary and number of words per page may be two high for young children--, this book‘s combination of learning and fantasy allows for repeated readings.


Teachers may either incorporate Moose and Magpie into their everyday classroom routines (like large group or small group enrichment) or use it as a stand-alone introductory experience on self-esteem, friendship, how moose grow, or how animals grow and change. Below, you will find several approaches:

Pre-kindergarten: After reading Moose and Magpie, ask children open-ended and closed-ended questions about the story in terms of charac-ters, plot, predicting the sequence of events, or what they think the story is about ―in their own words.‖

List any new vocabulary words that the children may not know (like habitat and herbivores), create flash cards for those words, and integrate those words into your vocabulary study; they will be able to figure out the words by relating them to this story.

After reading the book, encourage children to respond to the book in a written fashion. They could write a poem about the story, they could draw a picture of what happens after the story ended, or they could list many of the other unmentioned animals that also live in the forest with the moose.

Kindergarten: After reading the book, the teacher could pull out certain pages of the book for a guided reading or shared reading session. The children will not know all of the words, but the straightforward narrative of the story may


About the Reviewer

Reginald H. Williams is an Assistant Professor at South

Carolina State University.


used to...

build literacy awareness.

introduce children to moose or

other animal activities in nature.

demonstrate how jokes are used

in narrative.

42

More Classroom Strategies and Ideas for Moose and Magpie

allow them to adapt, memorize, and properly pronounce all of the words after a few times.

Have the children create their own song about the Moose‘s adventures in the story. Doing so will embellish the details of the story elements and sequences so that the children better remember.

Begin using some pre-reading strategies where students will be given just the pictures of the story and then must predict the order or situation in the narrative that each picture is supposed to describe.

First Grade: After reading the story, the teacher can direct students to respond in a formal written exercise where they would answer specific questions: Who were the moose‘s friends? What happened to his antlers? Who was the Moose‘s best friend?

The children will participate in shared reading where they will read the entire story as a class or will participate in reading the story aloud to the class. Both approaches will allow the children to gain much experience in decoding the words, changing their voices to reflect the author‘s intent and the narrative, and understanding the main idea of the story.

After reading the story, the teacher could prompt students to think of one or two words that they would use to describe the friendship between the moose and the magpie. Were they ―happy‖ or ―good friends‖ or ―silly?‖ This will encourage the children to use context clues in order to come up with an answer that makes sense.

43

Mother Osprey Nursery Rhymes for Buoys & Gulls

Author: Lucy Nolan Illustrator: Connie McLennan


Pages: 24 ISBN: 9781934359969

Ages: Pre-k to 2nd Grade Reviewer: Cynthia M. Moon

The Story

Mother Osprey takes eighteen Mother Goose rhymes and gives them a nautical twist. Mary‘s little lamb is now a clam; Jack and Jill give up the hill for a sand dune; the Old Woman lives in a shell…you get the idea. The cleverly written rhymes give the readers a glimpse into life on the shores and beaches of Florida, North Carolina and Texas, as well as life on the mighty Mississippi and Washington‘s Puget Sound.

One rhyme even tells of ―prairie schooners‖ navigating the Oregon Trail.


Marine animals

Water transportation

Rhyming words

Why our reviewer recommends this book: This book is a wonderful resource to use when teaching about beaches, oceans, bodies of water, or even U.S. geography. This book could also be used for enrichment activities when studying Mother Goose rhymes.


Incorporating this book is not difficult at all. A section at the end of the book entitled ―For Creative Minds‖ gives interesting bits of related infor-mation for each of the poems in the text. Additionally the publisher pro-vides a website offering incredible resources including teaching activi-ties for each poem, related websites, interactive quizzes in math and reading, state standards alignment. The website also includes a special link for parents and homeschoolers.

About the Reviewer

Cynthia M. Moon is a Professor at Louisiana Technical College

- Lafayette Campus.


used to...

teach students about marine ani-

mals and habitats.

apply a fresh twist to a study of traditional Mother Goose nursery

rhymes.

44

The Story

This is the story of a young polar bear and its mother. The young polar bear questions its mother about how she knows he is a polar bear. She replies by identifying the young bear‘s characteristics that identify it as a polar bear. But, the young polar bear is still unsure because he/she has not yet become a skilled hunter, swimmer and is not able to navigate snowstorms alone yet. The polar bear mother calms her child‘s fears by promising to teach her child everything he/she needs to know. This

promise reassures the young polar bear of one thing, his/her mother‘s love.

Polar bears

Attachment

Development

Identity

Self-esteem

Belonging

Family

Love


My Little Polar Bear

Author: Claudia Rueda Illustrator: Claudia Rueda


Pages: 30 ISBN: 9780545146005

Ages: Infant/toddler to Pre-k Reviewer: Dr. Tamara Sewell

Why our reviewer recommends this book: The cover has glittering snow and the book itself is large and appealing to toddlers. The pictures are crisp and cool white and light blue, giving the chilly feel of the arctic, and are visually appropriate for even very young children. The story line is straightforward and simple. The concepts of attachment, de-velopment, identity, self-esteem, belonging, family, & love make this book ap-propriate for infants, toddlers, and preschoolers.


Show the cover of the book to the children and ask them what the book might be about.

Read the title and track the words with your finger.

Ask them to tell you what they already know about polar bears.

Occasionally stop to clarify the text and explain unknown concepts (e.g. be prepared to explain why polar bears catch seals).

Discuss the book after reading to facilitate children‘s understanding of polar bear characteristics and the young polar bear‘s feelings, motivations, and behavior. Focus on ―why‖ questions to help children with the reflective analytical thinking and to comprehend narratives. Discuss what makes each of us different and special, as well as what things we will learn to do as we grow.

Provide books, pictures, videos, educational websites, and other written materials about the arctic animals or attach-ment (e.g. Guess How Much I Love You by Sam McBratney or More, More, More Said the Baby by Vera B. Williams) depending on your focus. Make snow pictures on light blue paper with glitter, splatter paint, hole punch dots, paint or shaving cream.

As their understanding progresses, encourage their documentation of things they are learning through drawings, pre-tend writing, and play.

About the Reviewer

Tamara Sewell is an Assistant Professor at Adelphi University

in New York.


used to...

Help young children transition to the classroom environment by reminding them of their family’s

love.

45

News for Dogs

Author: Lois Duncan Year of Publication: 2009

Publisher: Scholastic ISBN: 9780545109291

Pages: 217 Reviewer: Diane Carver Sekeres

Ages: 2nd and 3rd Grades

The Story

Andi and Bruce Walker begin a newspaper for dogs; Andi, an accomplished writer, wants to stretch her talents and give her own two dogs and others‘ something to read in the summer lull in activity. Bruce wants to make some money so he can fully pay off what he owes for his own dog. They enlist their friends, Debbie, who gathers info for the gossip column incognito at the dog park, and Tim, who creates a web-site. They run into trouble when they begin posting their highly successful newslet-

ter online, and the unhappy subject of one article threatens to sue. Worse, dognappers target the dogs that were fea-tured in the newsletter. Andi and Bruce call on the talents of their aunt, a former detective, to help them find the dogs.


Family support

Entrepreneurship

Dealing with difficult

peers

Why our reviewer recommends this book: Lois Duncan has a large body of work, and this book is true to her handling of children‘s middle-class, suburban lives with humor and a wry acceptance of reality. The book is fast-paced, yet she achieves a strong sense of characteri-zation, not relying on the reader‘s familiarity with the first book that introduced the characters. The mistakes the children make are entirely understandable, and the adults in their lives help them repair their errors.


Social Studies:

Create a newsletter about students pets. Students can interview teachers, administrators, and other students about their pets for subsequent editions.

Research the dognapping business.

◦ Have students read three or four web pages that have information on ―dognapping‖, ―dog theft‖, and ―stolen pets.‖ Construct reading guides for each site, with blanks for students to fill in or questions for them to answer.

◦ Provide students with pictures of different breeds, and either find a list of values (newspaper ads, for example) or have students look these up through ads, letters to pet stores, or the AKC website (http://www.akc.org/classified/).

◦ Have students write wanted posters for their own pets, if they were stolen.

◦ Have students discuss penalties for dognapping.

Social Studies and Math: Have students figure out the cost of keeping a pet, including food, veterinarian visits, board-ing (if needed occasionally), clipping nails or grooming hair, or having puppies.

Science:

Discuss the particular health problems of different breeds.

Discuss the particular characteristics of breeds, and what jobs they were bred to do. Ask students to write about what they would like a dog to be able to do, and what breeds they would work with to develop those characteris-tics.

About the Reviewer

Diane Carver Sekeres is an Associate Professor at the

University of Alabama.


used to...

read aloud to beginning readers.

provide an independent reading opportunity to older readers.

46

Okey Dokey Ding-A-Ling

Author: Mike Artell Illustrator: Bill Ledger

Publisher: Running Press Kids Year of Publication: 2009

Pages: 14 ISBN: 9780762434404

Ages: Infant/toddler to 1st Grade Reviewer: Susannah Dickman

The Story

Okey Dokey Ding-A-Ling is an engaging series of rhyming words with alliterations that focus on one penguin‘s interactions with other animals. Although there is no definite plot the book is intended to be read aloud for fun and to engage adults and children in learning rhyming words.


Rhyming words

Alliteration

Animals

Vocabulary

Why our reviewer recommends this book: The book uses silly words that rhyme. Reading the book aloud will be fun for both adults and young children. The illustrations are colorful. Pull tabs, flaps and pop-up pictures are used to help engage young readers.


Infant/toddler: Children this age will enjoy listening to the teacher read the story over and over again. Teachers should encourage the child to begin to say the words. Teachers should name the animals in the pic-tures, and allow the children to lift the flaps and pull the tabs.

Preschool (3-4 years of age): Children this age will begin to memorize the rhymes in the book. Teachers should encourage the children to re-peat the rhymes and allow the children to begin to make up their own

silly sentences. Teachers should discuss the vocabulary and talk about the words that rhyme and the words that begin the same.

Kindergarten: At this age some children will begin to understand rhymes and alliterations. Teachers should talk about the words that rhyme and ask children if they can think of other words that might rhyme with the words in the book. Teachers should also talk about the words that begin the same, again asking children if they can think of other words that begin the same way. Children this age can also begin to make up their own silly sentences. In the art center children can draw a picture to go with the rhyming sentence they wrote.

1st grade: The same activities that are done for kindergarten children can be done with children in first grade. The ac-tivities will help promote creative thinking and art.

About the Reviewer

Susannah Dickman is an Associate Professor at Ivy Tech Community

College in Evansville, Indiana.


used to...

encourage laughter and creative

thinking.

discuss rhyming words and pho-

nological awareness.

47

One Brown Bunny

Author: Marion Dane Bauer Illustrator: Ivan Bates


Pages: 13 ISBN: 9780439680103

Ages: Pre-k to Kindergarten Reviewer: Dr. Betty Ann Watson

The Story

Throughout this sweet, whimsical counting-book story, Little Brown Bunny is search-ing for friends to play with. Sequentially he sees: 2 birds, 3 bears, 4 fish, 5 mice, 6 snakes, 7 bees, 8 flowers, 9 clouds and 10 butterflies. He begs each of them to play with him, but each ignores his request. Undaunted, at first he continues to hopefully ask, but over time his rejections cause him to feel sad and to return to his home. On the last double page spread, though, all those he has asked to play do return to play with him and he exclaims…‖Friends! At last! Hurrah!‖


Counting

Colors

Sound words

Rhyme

Phonemic awareness

Why our reviewer recommends this book: The unique thing about this delightful counting book is that it not only gives young children an opportunity to practice counting sets up to ten, but it also tells a sweet story of a bunny seeking friends to play. The story is told in clever, poetic rhyme which young children love so well and the lilting, sing-song rhythm is reflected in soft, swirling watercolors.


Math: Help the children count to identify the total number of animals depicted on each double-page spread. If the pages could be enlarged, it could be used to let the children together count, search for and iden-tify the needed number of animals to account for the set depicted. Also, the teacher could let the children retell the story by using small, perhaps 4‖ x 6‖ laminated rectangular pieces of poster board, on which each

number set from the story has been redrawn and colored by the teacher…one brown bunny, two red birds, etc. The chil-dren can play with the cards by putting them into order sequentially in a math center...or in a small group retelling the story by attaching the cards to a strong piece of string in a ―clothesline‖ retelling.

Social/Emotional Development: The bunny‘s facial features sometimes depict happiness, a sense of expectation or hopefulness, and sometimes frustration or sadness. Draw attention to the emotions depicted, label them for the children, and connect the labels to the ways the bunny felt in the book.

Science: Types of animals -from tiny creatures (bees and butterflies) to very large ones like bears- are depicted in this story. Let children give names of other tiny creatures and very large ones. The teacher should print the names offered on a large chart under the proper headings: ―Tiny Creatures‖ and ―Very Large Creatures.‖ Which list has more names? Let the children read the names together with the teacher. Save the chart for rereading. The computer could be used to look up information about any particular creatures who seem to be of special interest to the children.

Art: The illustrations for the book seem to be done in watercolors. Put watercolor paints into the art center. Let children experience painting with them. How are they different from the tempera paints often found in art centers for young chil-dren? Let them compare. Are they easier to use?

Movement Activity: Give children the opportunity to move like the creatures in the book. They can walk like bears, hop like bunnies, glide like fish, slide like snakes, creep like mice, quietly fly like butterflies, or buzz around like bees. In a similar ―game‖…the teacher can say a sound associated with a particular animal from the story and the children can then act out the movement associated with that animal…until the teacher says ―freeze!‖ For example, the teacher says ―growled‖ and the children become bears.

About the Reviewer

Dr. Betty Ann Watson is the Direc-tor of Early Childhood Education and a Distinguished Professor of Children's Literature at Harding

University in Searcy, Arkansas.


used to...

strengthen language concepts.

teach counting sets from 1 to 10.

demonstrate the need for friends.

48

One Wolf Howls

Author: Scotti Cohn Illustrator: Susan Detwiler


Pages: 24 ISBN: 9781934359921

Ages: Pre-k to 2nd Grade Reviewer: Chu-Chu Wu

The Story

Children are introduced to the numbers 1 through 12 and the rhyming text describing the seasonal characteristics of each month and how the behavior of wolves changes in the wildlife settings throughout the year.

Why our reviewer recommends this book: The book uses the months of the year and the numbers 1 through 12 to introduce children to the behavior of wolves in natural settings. Young children love animals, rhyming texts, and simple number counting, so this book absolutely meets their interest of early reading.


Math: Have children make a number book with animals. Children will write numeral symbols and draw pictures of animals representing the cardinal numbers.

Language arts: After reading the story, ask ―Do you like the story?‖ ―Why do you like it?‖ Have a discussion with children about the words that have the same beginning and ending sounds. Listen to the story again, and circle words that have the same beginning sounds (e.g., bark and brisk) as well as the same ending sounds (e.g., sight and night). Circle compound words (e.g., moonlight, snowfall, rainfall, sun-beam, summertime, hilltops, hoofprints).

Life Science:

Discussion: Ask children to describe seasonal characteristics in winter, spring, summer, and fall. Describe how trees change throughout the year. Write down children‘s responses.

Wolf communication modes: Teacher introduces children to various modes of communication used by wolves. Show each communication picture and discuss what type of communication the wolves are using in the story. Fol-low up with communication matching activity.

Wolf life cycle: Teacher reads about wolf life cycle (in the back of book) and does a picture walk to review the wolf life cycle in the story. Follow up with ―the wolf life cycle activity‖ using a calendar which involves simple math addi-tion and subtraction problems and measures comprehension.

About the Reviewer

Chu Chu Wu is an Assistant Professor in the School of Education at Georgia

Southwestern State University.


used to...

teach math concepts such as

counting, numeral symbols, etc.

enhance phonological awareness.

introduce compound word.

discuss seasonal changes.

investigate the life cycle of the

wolf.

Counting

Months of the

year

1:1

correspondence

Phonological

awareness

Wolf life cycle

Seasonal

changes


49

Our Abe Lincoln

Adapted by: Jim Aylesworth Illustrator: Barbara McClinton


Pages: 29 ISBN: 9780439925488

Ages: Pre-k to Kindergarten Reviewer: Robin Caudle Jones

The Story

The text of Our Abe Lincoln is adapted from Abe Lincoln‘s presidential campaign song. The illustrations begin with a two-page spread to set the scene for following illustrations. The beginning illustrations show a school theater; On one side of the theater curtain, children are scurrying around getting ready for a play about Abe Lincoln. On the opposite side of the curtain, family members are eagerly waiting for the play to begin. The layout of the text and illustrations are set up as if you are an audience member at the theater. Each two-page spread consists of a song verse on one page, with a corresponding illustration of children pretending in the play on the opposite page.


Historical concepts

Honesty

Kindness

Bravery

Death

Why our reviewer recommends this book: The story of Our Abe Lincoln is sweet, simple, and in song. The book contains various historical and social concepts, and could act as a springboard for discussion of these topics. NOTE: This story is about a structured play, and structured plays typically are not considered developmentally appropriate for very young children.

About the Reviewer

Robin Caudle Jones is a Research Program Associate for the University of Arkansas Department of Human

and Environmental Sciences.


History:

Encourage children into a discussion about historical concepts in the text. Why was Abe Lincoln born in the wilderness and not in a hospital? Why did he have to read by the firelight?

Focus on an historical activity, such as, laundry. Children could wash

doll clothes in the sensory table (or outside), and hang them to dry. Then sing this song (to the tune as Our Abe Lincoln),

This is the way we wash our clothes,

Wash our clothes,

Wash our clothes,

This is the way we wash our clothes,

Many long years ago.

Dramatic Play:

Create an Our Abe Lincoln dramatic play theme box, including items such as a top hat, books, suspenders, aprons, bonnets, and an American flag.

Encourage children to create their own play. Create a simple stage by adding a curtain and some chairs for the audience. Dramatic play props could include, hats, vests, animal costumes, sunglasses, boots, fancy shoes, and even tutus. Typically there is a natural ―director‖ in every classroom and many actors to participate.


used to...

inspire or supplement a dramatic

play activity.

introduce historical concepts.

50

Peace Week in Miss Fox’s Class

Author: Eileen Spinelli Illustrator: Anne Kennedy


Pages: 26 ISBN: 978-0807563793

Ages: Pre-k to 1st Grade Reviewer: Dr. Kathryn L. Jenkins

The Story

The children in Miss Fox‘s class are forgetting their manners and class-room expectations and their teacher wants to change the emotional envi-ronment. Miss Fox‘s solution is to declare one week of peace without arguing and with children remembering their positive behaviors. During the peace week, all of the children use respect, patience, self control and other good manners to help others to solve problems and to be better behaved friends. They are pleasantly surprised how easy it is to choose and use peace. In this sweet story, the fun characters and beautiful pic-

tures come together to create a story that is fun to listen along to and filled with key concepts for young classrooms.

Why our reviewer recommends this book: This book explores a much needed topic for our youngest readers. The for-mat of the book and inclusion of animals as characters makes the content more intriguing for children. It is filled with a variety of concepts that relate to behavior, manners, and community. These are all key aspects of early child-hood classrooms. It is written in a straightforward, but fun style.

About the Reviewer

Kathryn Jenkins is an Assistant Professor of Early Childhood Education at the University of

Houston-Downtown in Texas.


Writing Center: Students can create their own picture stories or jour-nals of positive behaviors they see in class, behaviors that are appropri-ate that they have done and/or can create a wish list or picture of what the perfect peace in their classroom would be like

Games and Manipulatives Center: Children may play match with conflict resolution, choosing one picture card that has a drawing of an issue or challenge from the text and match it with a picture card that has a drawing of a peaceful solution (squirrel‘s sister yelling at squirrel to stop bouncing acorns, squirrel bouncing marshmallows instead) and/or

older children can play Jenga or Tinkertoys to focus on patience and dedication to the task and/or children can play age appropriate board games that enhance turn taking, fair play and supporting others

Aesthetic Center: Children can listen to peaceful music as they create their own mural or collage that represent peace-ful classrooms or just peace with drawings or abstracts, and/or they can also use techniques such as watercolor crayon resist, kid pastels or tissue paper collage to create their own peace symbol to reinforce individual perspectives

Construction: Students may work together to create partner project with blocks, Legos, Magnatiles, etc to enhance cooperation and communication.


used to...

introduce a circle time during which classroom behavior guide-lines and emotional expectations

are discussed.

re-teach or address specific be-

havioral issues as needed.

Respect

Cooperation

Patience

Self-control

Communication

Kindness

Generosity

Sharing

Friendship

Sharing


51

Peaceful Heroes

Author: Jonah Winter Illustrator: Sean Addy

Publisher: Arthur A. Levine Books Year of Publication: 2009

Pages: 60 ISBN: 9780439623070

Ages: Kindergarten to 3rd Grade Reviewer: Cheryl D. Coffman, Ed.D.

The Story

Jonah Winter delicately tackles a topic that on the surface may ap-pear to be an easily understood concept. Heroes exist because the universal tension between good and evil exists. Heroes determine good from evil in their individual situation and take a determined stand to right the wrongs.

The author chose to portray fourteen diverse examples of peaceful heroes, such as Jesus of Nazareth, Rev. Martin Luther King, Jr.,

Oscar Ramero, Miss Corrie Ten Boom. and Meena Keshuwar Kamal of Afghanistan. These peaceful heroes were entan-gled in national politics, divisive theological battles, and racial hatred that left innocent people hurting, living in fear, and even dead. Many of these peaceful heroes worked righting the wrongs and died defending their causes.

Why our reviewer recommends this book: The topic of heroes is an exciting topic with most young children in the United States. Television shows and cartoon characters are popular as they portray fictional heroes. Most young children will be interested and knowledgeable of the topic. This collection of stories of 14 peaceful heroes from different periods in history and different countries will inspire and ex-cite the imagination of readers.

About the Reviewer

Cheryl D. Coffman, Ed.D. is an Early Childhood Specialist and VPre-K Education Consultant with the Tennessee Department of Edu-

cation/Office of Early Learning.


Many early childhood classrooms use specific curricula designed for teaching the social and emotional competencies needed by young chil-dren. Teachers are looking for examples of peaceful acts of kindness to support their curriculum goals and they will find them in Jonah Winter‘s and Sean Addy‘s Peaceful Heroes.

The text holds a wealth of information that will help support social stud-ies standards in first, second and third grades. It will be a wonderful

resources for class projects on topics such as heroes, women of the world that made a difference or a study on peaceful heroes during war.


used to...

explore more delicate issues, such as good vs. evil, right vs. wrong, heroism, and peaceful vs. violent protest.

Right vs. wrong

Good vs. evil

Sanctity of human life and

dignity

Peace vs. war

Peaceful protests

Heroism

Acts of kindness


52

Pink!

Author: Lynn Rickards Illustrator: Margaret Chamberlain

Publisher: Chicken House Year of Publication: 2009

Pages: 25 ISBN: 9780545086080

Ages: Pre-k to 1st Grade Reviewer: Dawn Lisenby

The Story

One morning a young male penguin awoke to discover he had turned pink. After being teased at school by his friends and feeling outcast, he left his home in the South Pole to join the pink flamingos in Africa, where he had hoped to fit in and be accepted. After spending only a few days there, Patrick the pink penguin realized, although he was the same color as the flamingos, he was very different in many other ways. Upon his return home, his family and friends welcomed him with accep-tance just as he was.


Same vs. different

Exclamation point

Counting

Colors

Geography

Why our reviewer recommends this book: The fictional characters, logical story sequence, and anticipation created in Pink! will hold children‘s interest as they learn about the important concept of being different and accepting differences in others.


Art: Provide students with red, white, and pink tempera paint, paint brushes, paint smocks, and paint paper. Have them explore with the use of the paint and colors—PLEASE DO NOT PROVIDE MODEL-allow children to be creative and tell you about their painting. Use guid-ing comments that allow the children to tell you about the colors, what they remind them of, how they make them feel, etc. Younger children will require closer supervision

Literacy: Read the book aloud to a small or large group, introducing the color word ‗pink‘ as it appears in the text.

Math: Provide children with purchased or teacher-made penguin counters and allow them to explore the counters for a short period of time. Guide them by telling them to ―describe‖ or ―explain‖ their choice for actions (you describe their ac-tion). Suggest that the children count, sort, divide, order, etc. the counters and describe to you their actions.

Social Studies: Introduce a globe or map and the figures representing penguins to the students. Allow children access to figures. Guide discussion of climates and different species‘ climate preferences. Allow children to retell the story by placing figures in various areas, brainstorming what might happen to a penguin if they spent time in each region.

Science: Provide red and white finger paint, finger-paint paper, and easy access to a sink or basin to wash their paint-covered hands. Remind the children of the finger painting procedure. Guide them in identifying the first color you dip on to their paper –either white or red. Then, distribute the second finger paint color, placing it beside the first. Allow the chil-dren to discuss that color and what they think might happen when they mix the colors. Allow the children to mix, design, create, and describe what happens. Remind them to be careful not to rub in one spot for too long, or the paper will tear. As the children finish, wipe their hands with a wet wipe to get the majority of the paint off, then send them to the sink to wash well.

About the Reviewer

Dawn Lisenby is a Consultant/Trainer for Region 10 Education Service Center & Mentor for Texas School Ready Grant

through Children’s Learning Institute.


used to...

help children learn how to be-come a part of a new, diverse group as they start a new school year. address exclusion in a classroom as it occurs. teach about same vs. different.

53

The Princess and the Peanut Allergy

Author: Wendy McClure Illustrator: Tammie Lyon


Pages: 32 ISBN: 9780807566237

Ages: Pre-k to 1st Grade Reviewer: Elizabeth Larkin

The Story

Regina plans her ―princess‖ birthday party with her friend, Paula. Regina knows ex-actly what she wants for her party, including ―a fabulous castle cake made from great big brownie bricks.‖ Paula panics when she realizes that her friend‘s cake might make her very sick. The girls part ways with hurt feelings and go home to tell their parents what happened. The wise adults guide their children toward under-standing and reconciliation.


Respecting differences

Friendship

Effects of food allergies

Why our reviewer recommends this book: This cute story teaches children about the seriousness of peanut allergies in the context of negotiating friendships. Dr. Scott H. Sicherer‘s endnote provides readers with background information: ―Food is part of our culture, our socialization, and our recreation. But it is estimated that one in twenty children has a food allergy.‖ Children with food allergies need to tell others about their dietary needs, and peers need to understand the reasons why their friends must avoid certain foods. This book teaches the lesson without being overly pedantic, because it focuses mainly on how to be a good friend.


Comprehension and Problem Solving: Read the story up to the point where the girls go home from school upset with each other. Ask the children to ―Turn and Talk‖ with a partner about who caused the prob-lem. Then, ask the class how the problem could be solved. Finish read-ing the story, and discuss what happened compared to their solutions.

Math: Take a poll and graph different kinds of allergies (including no allergies) among children in the class. An easy way to do this is to

brainstorm a list of allergies, then create a chart so that students can place a sticky note in the appropriate column. These can then be arranged to form a bar graph. Analyze the data and discuss what kinds of allergies are most preva-lent; compare the numbers of students with and without allergies.

Concept of Honesty: Ask the students about the difference between not liking the taste of certain foods versus having a food allergy. Why is it a good idea to be honest about the reason for not eating certain foods? This activity is appropri-ate for kindergarten and 1st grade children.

Concept of Friendship: Compare what Regina does to be a good friend to what you do with your friends. In what ways are you alike or different? This activity is appropriate for kindergarten and 1st grade children.

About the Reviewer

Elizabeth Larkin is a Professor at the University of South Florida -

Manatee.


used to...

build emotional intelligence.

model ways to resolve conflicts.

discuss food allergies.

54

Sir Charlie Stinky Socks and the Really Big Adventure

Author: Kristina Stephenson Illustrator: Kristina Stephenson

Publisher: Egmont, USA Year of Publication: 2009

Pages: 32 ISBN: 9781606840290

Ages: Pre-k to 2nd Grade Reviewer: Sharman Word Dennis

The Story

This book is about a boy Name Sir Charlie Stinky Socks who embarks on an ad-venture with his cat Envelope. He meets monstrous trees, slobbering beasties, a witch and a dragon. He is able to calm all of the scary creatures by his kind-ness. He enters a scary tower to save a princess who really does not need to be saved. This book is filled with color, excitement, scariness and fun. Taking this adventure with Sir Charlie will provide you with tongue twisting moments, secret passages and excitement.

Why our reviewer recommends this book: This book is filled with colors, large pictures, children and animals with large eyes, hidden pages. This book is visually appealing and every part of the jour-ney of this young boy uncovers something new, something scary and some-thing nice.


Circle Time: Talk about emotions. How did Sir Charlie feel as he went through the forest? How did the monsters, cat and witch feel? How did the princess and Sir Charlie feel at the end of the story? Ask children to describe scary things in their lives and what they would do to overcome their fears.

Math Center: Make a graph to compare the number of monsters, cup-cakes, balloons, layers of the sandwich, and steps to the tower. Meas-ure the length of the dragon‘s tail. Younger children (pre-k and kinder-garten) could also find all of the shapes that are in the book (eyes =

circles; bread on sandwich = squares; tongues of bugs = triangles; watch = circle).

Writing: Have younger children (pre-k and kindergarten) tell a story about their own adventure for the teacher to write and/or draw pictures about. Older students can write the story and/or draw the pictures themselves.

Computer Center: Have children verbally tell their story into the computer and insert pictures.

Reading: Review alliteration and ask the children to make their own sentences using alliteration beginning with their own names, James just jumped in the juice.

About the Reviewer

Sharman Word Dennis is the CEO of Global Enrichment So-

lutions in Washington, D.C.


used to...

discuss the benefits of treating others with, and being treated

with, kindness.

talk about overcoming fears and challenges through kindness and

sharing.

Alliteration

Problem

solving

Feelings

Sharing

Shapes

Colors

Counting


55

The Snagglegrollop

Author: Daniel Postgate Illustrator: Nick Price

Publisher: The Chicken House Year of Publication: 2009

Pages: 26 ISBN: 9780545104708

Ages: Pre-k to 2nd Grade Reviewer: M. Lynn Morse

The Story

Sam desperately wants a pet of his own. His mom and dad come up with creative reasons for not having one. Sam is creative too. He asks for a ―snagglegrollop‖ and admits that he made the word up. His parents agree to the pet and Sam actually comes home the next day from school with a snagglegrollop. His parents keep their promise and Sam learns to care for his new pet. The whole family learns to love the snagglegrollop, but the snagglegrollop is lonely for someone like himself. One day at school Sam meets Emily Evans who explains that she too would like a pet. Sam tells

her the story of his new pet and Emily decides to ask for a ―Quibblesnuff‖. As soon as the Snaggllegrollop and the Quib-blesnuff meet they fly off together.


Imagination

Pets

Friendship

Keeping promises

Why our reviewer recommends this book: This is a wonderful book for any child who has ever begged their parents for a pet. The book accurately captures the pleas of a child and the exhaustion of parents who finally give in to a child‘s demands for a made up pet. It is also a heartwarming story of friendship and learning how to let go of a friend who must leave for a new home.


Students could create their own imaginary pets using construction paper, glue, pipe cleaners and googly eyes. They could make them life size and place them around the classroom. Students could then write stories about how to care for their pet, what they eat, where they sleep and what they like to do for fun.

Students could learn about domestic pets like cats, dogs, fish, rabbits and horses. They can learn how to take care of them and what they like to eat.

Students could visit a vet‘s office to learn what he/she does and how they can keep their own pets healthy.

Student could write their own stories about an imaginary pet that they would like to have. They could then illustrate the book and give the book to their parents as a gift.

As a class, students could come up with an alternative ending to the story. Instead of the two creatures leaving to find a new home together, perhaps the class could create a new book which tells the adventures of the Snaggllegrollop and the Quibblesnuff living across the street from Sam and Emily. Perhaps the new couple have an offspring named ―Snagglesnuff‖ that hopes for a ―human pet‖ of his own.

About the Reviewer

M. Lynn Morse is an Associate Professor at Southern Con-necticut State University in the Department of Special Educa-

tion and Reading.


used to...

introduce a discussion on pets and how to care for them.

56

The Snow Day

Author: Komako Sakai Illustrator: Komako Sakai


Pages: 31 ISBN: 9780545013215

Ages: Pre-k to 1st Grade Reviewer: Sandy Show

The Story

The story takes place in a city apartment or condo home. Mom has told the baby rabbit that there will not be school today as it has snowed all night and school is can-celled. Like any child, the rabbit immediately wants to go out and play in the snow. The snow continues to fall and Mom says it is too wet and the rabbit may catch a

cold. Mom and baby stay inside and play games but venture out onto the balcony to watch the snow falling. Finally as they prepare for bedtime, the snow has stopped and they go outside to do all the things in the snow that children enjoy doing!


Winter

City living

Why our reviewer recommends this book: The rabbit in the book is in kindergarten and talks about not being able to go to school due to the snow. The number of words on each page is conducive to reading to young children and beginning readers. The pictures are also child friendly.


Winter-themed Activities

Make snow with paper and have snowball fights, use Styrofoam balls to make snowmen (snow monsters), make predictions about what children think a snow dumpling is, do research to find out.

Use shaving cream on tables to make snowmen and snow dump-lings.

Add winter clothes to dramatic play center and talk about how long it takes to get snow clothes on and off.

Make artificial snow (school specialty store or use borax soap powder).

Teach math concepts for measuring inches of snow fall. Blocks can become snow balls.

Explore what happens when snow melts, freezes, etc.

Provide other winter/snow books, have children write stories, shared and interactive, about adventures in the snow, and/or have children make a page in a book about ―What I would do in the Snow.‖

City-themed Activities

Ask children Where do you live? What type of house or apartment do you live in?

Create a graph depicting who lives in a house, apartment, condo, mobile home, etc.

Have children use blocks to make different house structures and skyscrapers.

Add books about different types of homes to the classroom library.

Discuss the different modes of transportation commonly used in the city and in the country.

Count and compare the numbers of people that live in the city versus the country.

About the Reviewer

Sandy Show is a Supervisor of Prekindergarten Services for the Pasco County School Dis-

trict in Florida.


used to...

introduce a winter-themed unit.

discuss the difference between city living and country living.

57

The Sound of Kwanzaa

Author: Dimitrea Tokunbo Illustrator: Lisa Cohen


Pages: 32 ISBN: 9780545018654

Ages: Pre-k to 3rd Grade Reviewer: Gina Lewis

The Story

Each page of the book depicts a day of Kwanzaa by giving the Swahili word for the guiding principle for that day, along with its English translation and a description of some sounds related to that principle. There is also a description of each day‘s respective Kwanzaa candle.

Why our reviewer recommends this book: This book presents Kwanzaa in a fun, meaningful way, emphasizing the seven core values (―guiding principles‖) that Kwanzaa promotes. The book is a useful tool for introducing not only the observance of Kwanzaa, but also those values. The book also depicts African Americans and cul-ture in a positive way, and it contains beautiful illustrations of happy, suc-cessful African Americans, which many educators will find a valuable ad-dition to their book collections.


Character values study: Read only one page of the book each day for seven days. Every day, read the page and discuss the guiding principle for that day. Then do follow-up activities related to the principle. For example, work together as a class to create a large mural for ―unity‖ or have children draw and/or write about their dreams and goals for ―purpose.‖

Cultural experience: After reading the book, invite a local African American who celebrates Kwanzaa to visit the class and share some traditions with the students. Encourage the visitor to bring some special ―Kwanzaa items‖ for the children to see. The guest might even be willing to help organize a ―karamu‖ (Kwanzaa party) for the class.

Cooking: Use the ―No-Cook Brownie Bites‖ recipe included in the book to create a special Kwanzaa treat. This recipe is perfect for the classroom because there is no cooking involved – just chopping, measuring, pouring, mixing, pressing, rolling, and shaking. Great cognitive and motor activities!

Art: After looking at the illustrations in the book, encourage children to draw pictures of their own family activities and celebrations.

Multicultural investigations: Explain that Kwanzaa is a special celebration primarily observed by African Americans. Encourage students to share other holiday celebrations that are observed by their families or cultures.

About the Reviewer

Gina Lewis is a full-time mother and a part-time specialty instructor of infants, toddlers, school-age children, and parents in Huntsville,

Alabama.


used to...

teach the seven guiding princi-

ples of Kwanzaa.

introduce a basic study of the celebration of Kwanzaa.

Kwanzaa

Unity

Self-determination

Collective work

and responsibility

Cooperative

economics

Purpose

Creativity

Faith


58

Stick Man

Author: Julia Donaldson Illustrator: Axel Scheffler


Pages: 32 ISBN: 9780545157612

Ages: Infant/toddler to grade 3 Reviewer: Mary Howard

The Story

The story begins with a happy Stick Man living in his family tree with his ―Stick Lady Love and their stick children three‖. Happy, that is, until a dog captures him to use in his game of fetch. From there the adventures of Stick Man take him further and fur-ther from his family as he experiences life as an ordinary stick. Just when Stick Man is about to give up all hope of ever getting back to his family, he has to come to the rescue of a stuck Santa Claus. Stick Man helps Santa complete his deliveries and then happily makes it home to his family in time for Christmas.


Rhyming

Family

Being considerate

Pretend and imagination

Seasonal changes

Christmas

Why our reviewer recommends this book: I think that young children will enjoy the rhyming story and illustrations. The story can be used in interactive reading with young children as they explore the pictures and consider the feelings of the stick man as they read about his ad-ventures. My only caution is that the concept of Christmas is included in the book so teachers must consider the cultural appropriateness of the story.


For children from Pre-K through First Grade, this book provides great interactive reading opportunities. Teachers can draw attention to the illustrations and talk about some of the hidden elements in the pic-tures. For instance, the very last page has bats hanging in the corner of the family tree.

Children can also be encouraged to use their imagination and talk about all the things that you can pretend with a stick and the uses for sticks.

This can expand into an outdoor field trip where children collect sticks – may discuss different sizes and compare length and diameters of sticks. This can include different types of trees and the differences in the sticks from each type of tree.

Art activity may include painting sticks, collages, or asking children to draw pictures that include sticks in them.

Discussion can also focus on feelings and how Stick Man felt to be mistaken for an ordinary stick. Also how it feels to be lonely and away from your family.

About the Reviewer

Mary Howard is the Branch Manager of Early Care and Education at the Kentucky

Department of Education.


used to...

facilitate a small group discussion about the different ways you can

play pretend with a stick.

talk about how the children feel when they are away from their

family.

59

Summer Wonders

Author: Bob Raczka Illustrator: Judy Stead


Pages: 30 ISBN: 9780807576533

Ages: Infant/toddler to Kindergarten Reviewer: Stephanie Millay

The Story

Wow, summer is here! Or at least you think so when reading through Summer Won-ders. Simple text and clever rhyming combined with bright cheery illustrations whisk you away to the warm pleasures of summer any time of the year. From rock skim-ming to castle building, Summer Wonders rhymes you through all the reasons why summer is simply… wonderful!


Summer activities

Summer vocabulary

Rhyming

Why our reviewer recommends this book: The text in this book makes it appropriate for very young children yet the con-cepts behind the text make it interesting for preschool children as well as some kindergarten children.

About the Reviewer

Stephanie Millay is a resource teacher for Audubon Area Head Start in Kentucky.


Teachers could use this book to discuss rhyming words.

Same/Different Discussions: What do you do that is the same/different?? Why are these activities different than those in other sea-sons?

Teachers could use the concepts on each page as ―Story Starters.‖


used to...

enrich a study about summer activities.

60

There Was an Old Monster!

Authors: Rebecca, Adrian, & Ed

Emberley

Illustrators: Rebecca and Ed

Emberley


Pages: 32 ISBN: 9780545101455

Ages: Pre-k to 1st Grade Reviewer: Dr. Billi L. Bromer

The Story

There Was an Old Monster is an alternate version of the rhyme, There Was an Old Lady Who Swallowed a Fly. It was written and illustrated by Ed Emberley, famed writer and illustrator of many children‘s books, along with others in his family. The rhyme describes what happens when an old monster first swallows a tick that made him feel sick. It recounts all the additional items the monster swallows to catch the tick, including ants, a lizard, a bat, a jackal, a bear, and finally a lion. What happens when the monster attempts to swallow a lion is the question answered at the end of the book.


Animal and insect

identification

Rhyming

Word identification

through repetition

Sequencing


Writing/Drawing: The book could be used as a prompt for encourag-ing children to develop their own ideas similar to the original rhyme or similar to the monster theme. For pre-writers, it could be a picture-only product. For beginning writers, it could be both a picture and word product.

Dramatic Play: A variety of simple clothes could be provided to en-courage children to sequence items kinesthetically (layer actual clothing items) to simulate the animals in the story. Very young children might

need assistance and might be limited to sequencing only two or three animals. Older children could sequence a few more.

Manipulatives: To continue the embedded animal theme, a variety of small manipulative animals classified as farm, zoo, wild, jungle, etc. could be added to a manipulatives area. These props might serve as props for children to act out the rhyme or to develop their own rhyme.

Why our reviewer recommends this book: There Was an Old Monster is short, simple and fun to read, and would be enjoyed by children of different ages. It could be used both at home and in a classroom setting. It is an excellent way to introduce rhyming and word or sound recognition to young children because of its repetitive lines and rhythmic sounds. Illustrations are vibrantly colorful and appealing.

About the Reviewer

Dr. Billi L. Bromer is Director of Teacher Education at the Augusta campus of Brenau University in

Georgia.


used to...

to provide a fun and comfortable exploration of the concept of a

monster in a non-threatening way.

Supplement a unit about animals

and/or insects.

61

The Three Little Gators

Author: Helen Ketteman Illustrator: Will Terry


Pages: 30 ISBN: 9780807578247

Ages: Infant/toddler to 3rd Grade Reviewer: Lisa Plowman Dolensky

The Story

Three little gators learn that hard work pays off when fighting off a Big-Bottomed Boar and discovering which house materials offer the best protection. Big Bottomed Boar and the three little gators also learn the hard way how to make better choices that result in a happy ending.


Numbers 1-3

Phonemic awareness

Good/bad choices

Critical thinking

Basic architecture


To increase imagination and composition retellings, first read the tra-ditional Three Little Pigs tale. Then, read this book. Later, offer a flannel board activity with a variety of characters to chose from (e.g. 3 chickens, 3 dinosaurs) and random flannel objects to be inserted dur-ing key scenes to change up the story (e.g. house of candy, house of tissues, bulldozer, pink elephant, etc.).

Combine math and science by exploring the strengths, as well as tex-tures, of house building materials in the book such as sticks, rocks, and sand. Make a graph to show predictions about which material is

the most weather resistant and/or which cup full of those materials is heaviest on a scale and record comments including descriptive words used by the students about each. Or list and discuss the verbs/sensory/descriptive words in the story under beginning letter categories such as B, T, G, W and S, etc.

Why our reviewer recommends this book: I would recommend this book because it makes kids laugh, listen and learn. The book summary states that it is an adaptation of the traditional folktale (the three little pigs). Only this adaptation is about three little Texas swamp gators who build their houses in hopes of protection from the Big-Bottomed Boar.

The illustrations almost jump off the page with ―eye-popping‖ graphics from the piercing stare of Mama Gator‘s eye to the sparsely prickled shine of Big- Bottomed Boar‘s hyde. Illustrator Will Terry does a marvelous job illustrating with humor and 3-D illusion.

Author Helen Ketteman offers a few elements of surprise with her change of setting, current day kid humor, sound ef-fects and a happier ―get-away‖ ending for Big-Bottom Boar (better than the wolf‘s fate).

About the Reviewer

Lisa Plowman Dolensky is a Pre-K teacher at Mountain Tots Com-munity Day School and a 2009 University of Alabama School of

Education LWP Fellow.


used to...

inspire creative composition, dic-

tation journaling, or retelling.

to support an architecture unit.

to open a discussion about good

choices versus bad choices.

62

Tillie Lays an Egg

Author: Terry Golson Photographer: Ben Fink


Pages: 25 ISBN: 9780545005371

Ages: Pre-k to 2nd Grade Reviewer: Dr. Alayne Zimmerly

The Story

The story is set on a farm and follows seven chickens through the process of decid-ing where to lay eggs, how to cooperate (there aren‘t enough nests for all seven chickens), and what to eat (corn or worms). Tillie does not want to wait her turn in the nesting box or to eat the corn in the barnyard. She had rather have tasty worms. She lays her eggs wherever she happens to be, most often in the setting of her owner‘s house. The settings in which Tillie lays her eggs are among the flea market findings of the author. Tillie often seems placed in an artificial setting in order to

showcase the antique items. In the process of the story the reader must use visual discrimination skills in order to find Tillie‘s egg. The photos are similar to the I Spy series with a chicken added.


Chickens lay eggs

Cooperation

Conformity and

individualism

Why our reviewer recommends this book: The photos of chickens and a farm setting would be helpful to children who have not had the experience of a farm. Other children would enjoy looking at the photos based on their prior knowledge. Actually, the photos are the best part of the book.


Provide the book for children to look at and read either for pure enjoy-ment or as a basic introduction to farm concepts.

Have children practice visual discrimination skills by finding the eggs pictured in the book.

About the Reviewer

Dr. Alayne Zimmerly, Ph.D. is an Associate Professor at the University of Arkansas at Mon-

ticello.


used to...

support a farm unit or discussion about eggs.

63

Underwear!

Author: Mary Elise Monsell Illustrator: Lynn Munsinger


Pages: 14 ISBN: 9780807583104

Ages: Infant/toddler Reviewer: Jacqueline Gramann

The Story

Underwear! is a nonsense story with comical, talking animal characters that include a zebra, an orangutan, an egret, and a buffalo. Joking along with a sad buffalo, the characters make the buffalo laugh by saying ―underwear‖ again and again. All of the talking and prancing characters end up wearing colorful boxers.


Friendship

Joking

Cheering someone up

Why our reviewer recommends this book: Underwear! is a silly, nonsense board book. It is appropriate as a fun story to read aloud to infants and toddlers. The colors and lines are eye-catching and the words will inspire laughter.


Read Aloud: As laughter and energy will result, the recommendation is to read the book in the morning as a transition activity.

About the Reviewer

Jacqueline Gramann is a free-lance writer. She was a family literacy specialist and an early childhood lecturer at Texas

A&M University.


used to...

read aloud to an infant or small group of toddlers just for fun.

64

What’s New at the Zoo?

Author: Suzanna Slade Illustrator: Joan Waites

Publisher: Sylvan Dell Publishers Year of Publication: 2009

Pages: 32 ISBN: 9781607180388

Ages: Pre-k to 2nd Grade Reviewer: Marsha Moore, Ph.D.

The Story

What’s New at the Zoo is a math concept book that focuses on addition facts using animal families at the zoo. As a mother and her son travel through the zoo and observe the animals in their habitats, a new addition word problem is introduced. The phrasing is set up in a rhyming pattern that describes the math story while introducing the names of the mother, father and baby animals. The book includes a resource section with math and social studies content information that can be reproduced from the book or found on the publishers website for reproduction.

Why our reviewer recommends this book: This book is primarily concept focused. Each page has an addition problem based on the animal families found at the zoo. The addition problems build in difficulty throughout the book and each page gives information about the names of the mother, father and baby animals as well as the animal‘s habi-tats. Although this book is not a storybook, it is a great way to explore math concepts within the context of a zoo trip. The illustrations are beautiful. Each page has a border of an aspect of the ani-mals represented on that page and the reader can track a red balloon throughout the book.


Blocks: Include the book in the blocks center for children to build the zoo and reenact the math story problems found throughout the trip to the zoo.

Art: Children can use the illustrations to study the way the illustrator used borders to highlight information about the animals. The book is

also a great example of background and foreground as well as utilizing the entire page for the picture. Children can also focus on an animal from the story to research and create using painting, drawing or clay modeling.

Math: Using animals as manipulatives, children can recreate the stories from the book, extend the stories in the book to include subtraction and create stories of their own. By including paper and markers, this gives children the opportunity to move from the concrete to pictorial to abstract depending on their ability level.

Writing: Have children work together to make their own math story problems and try to answer each other‘s. This is very open-ended and can include pictures, words, and/or an actual math equation. Additional writing activities can in-clude writing and researching about zoo animals and making animal books.

Additional resources for the text can be found on the publishers website (www.sylvandellpublishing.com). The publisher has included some extension materials for this book that can be adapted for use in the classroom with individuals and groups.

About the Reviewer

Marsha Moore, Ph.D. is a an adjunct faculty member at

Texas Woman's University.


used to...

support an animal/zoo unit.

teach math skills.

Addition facts

Number sense

Counting

Number

recognition

Math story

problems

Animal habitats

Naming male, female, and baby

animals

Rhyming words/

phrases

Animal vocabulary


65

When I Grow Up

Author: Leonid Gore Illustrator: Leonid Gore


Pages: 32 ISBN: 9780545085977

Ages: Pre-k to 2nd Grade Reviewer: Karen Walker

The Story

What will you be… when you grow up? Children often dream about what it will be like when they are big. In this elegant picture book, a young child finds inspiration in nature to answer that question. Will I grow to be the fastest river or tallest tree? A father‘s love becomes the child‘s greatest inspiration who decides, ―I will be just like you!‖


Father-child relationship

Nature

Small and big

Why our reviewer recommends this book: Children will love the vivid illustrations and simple text. A hidden surprise awaits them as they turn each die cut page to see how the window becomes part of a new painting.


Ask children what they think they might be with they grow up.

Encourage children to illustrate something from nature in its small and big form. For example, an acorn and oak tree or snowflake and snow covered hill.

During a re-reading of the story, ask children to predict the ―grown up‖ version of the natural world.

About the Reviewer

Karen Walker is a Doctoral Candidate and Adjunct Profes-sor at the University of North

Texas.


used to...

Encourage children to dream BIG!

66

Will You Still Love Me?

Author: Carol Roth Illustrator: Daniel Howarth


Pages: 24 ISBN: 978080759117

Ages: Toddler to 1st Grade Reviewer: Scheery Lu

Renken-Goekler

The Story

In this sweet and adorable picture book, Carol Roth helps to ease the concerns every child has about the arrival of a new sibling. Each mother assures their child in loving words that they will still be loved when the new baby arrives. At the end of the book, a human mother is reading the same book and assuring her child in loving words that he will still be loved when his new baby arrives. Howarth‘s sunny water-color and ink illustrations match the upbeat tone of the bouncy and rhyming text as it depicts the mother-child bond. This is a great book for students in the classroom who are expecting a new baby.


Rhythm

Rhyme

Alliteration

Sentence and syllable

segmenting

Why our reviewer recommends this book: Rhythm, rhyme, and alliteration make the book fun and encouraging. The picture book is very positive with illustrations that are vibrant depicting young animals and a boy. The story recognizes the discomfort that many families have when a new baby is born in a family.


Introduction: Before the thematic unit on families starts, ask each family to bring in a baby picture of their child/children. As each child brings in his or her baby picture, display the pictures in the dramatic play center.

Read Aloud: During circle time, show the students a child-size baby doll and then read the book aloud to the students. Before reading the

book, encourage the students to explore and play with the baby doll. After the students explore the baby doll and before reading the book, say, ―Turn on your listening ears because I‘m going to ask you some questions about the book.‖ After the book is read, ask the students to retell the story as a group. Expand on the narrator‘s feelings of awkwardness by having the students act out the little boy‘s feelings:

“You don’t have time for me.” “I won’t like the new baby.” “You won’t love me any more.” “The new baby will take all my toys.”

Dramatic Play: Set up a dramatic play activity to replicate pages 19-21 of the book. In the dramatic play center, pro-vide chairs, a baby doll, and the book Will You Still Love Me? Students take turns meeting the baby doll and finding something in common to make a connection of introducing a new sibling to the family.

Writing: In the writing center, provide blank paper, writing utensils, and the book Will You Still Love Me?. Students draw a picture of what it would be like or has been like to have a new brother or sister added to the family. Younger stu-dents will dictate their feelings or experiences to the teacher as she writes it down. Older students can write their own story to their picture.


About the Reviewer

Scheery Lu Renken-Goekler is a Kindergarten Teacher at Mes-siah Lutheran Church School in

Oklahoma.


used to...

Build a developmentally appropri-ate thematic unit on families through play-based curriculum.

67

More Classroom Strategies and Ideas from Will You Still Love Me?:

Sensory Center: Set up a water table, changing table, infant diapers, baby powered, bath towels, blankets, cradle, baby bottles, baby food, several rockers, and baby clothes. Students can flow between the sensory and dramatic center to experience caring for the baby doll.

Phonological Awareness: When reading the book aloud, ask the students ―What kind of words are /be-me/, /true-you/, /play-day/, /rose-grows/?‖ and so forth. If the students are not familiar with rhyming words, this would be a good time to introduce the concept to the class. If the students are familiar with rhyming words, the class could find and list the rhyming words. To reinforce rhyming words, the class could do a Shared Reading. Reread the book aloud to the students. They can join in with more rhyming words as the teacher leaves off the last word of each line and has the stu-dents join in by saying a rhyming word.

68

Winter’s Tail How One Little Dolphin Learned to Swim Again

Told by: Juliana Hatkoff, Isabella Hatkoff, and Craig Hatkoff

Publisher: The Chicken House Year of Publication: 2009

Pages: 26 ISBN: 9780545104708

Ages: Pre-k to 2nd Grade Reviewer: Dr. Tiffany Hamlett, Ph.D.

The Story

A baby dolphin is discovered trapped in a crab net and sustains many injuries. After the dolphin is rescued by a fisherman she is taken to a local aquarium to recover. Due to the extent of her injuries she loses her tail but overcomes this challenge. Af-ter rehabilitation and care a prosthetic tail is designed for her, allowing her to swim like other dolphins.


Overcoming challenges

Aquatic life

Conservation

Diversity

Why our reviewer recommends this book: The story line is well written and the photographs provide great docu-mentation of the event. The topic is something most young children will find interesting and can extend into other units of study easily.


Social Studies (2nd

& 3rd

grade): The book can address diversity in the community. After reading this book the teacher can use concepts such as physical differences as a talking point to address how physical differences do not limit ability. The teacher can also discuss overcoming challenges with children by having them identify challenges faced by Winter in the story. Science (2

nd & 3

rd grade): The book can be used as part of a unit on

aquatic life on conservation. The story is set in Florida so children can discuss what animals live in different water habitats in their area or oth-ers. Teachers can also plan a trip to the local aquarium or zoo to exam-

ine aquatic life. Children can compare/contrast the different types of animals. Later, they can use this information to clas-sify species by specific characteristics and location. Literacy (2

nd & 3

rd grade): The story has many words that could be incorporated into a language unit. Words such as

lagoon, prosthetic, and murky may be novel to the children and can be used to build vocabulary skills and spelling. The concepts from this book can extend to many other areas of study if children show an interest in the material. Con-servation is a large topic as is aquatic life. Teachers can take a specific aspect from these areas to continue learning units based on the children‘s level of interest.

About the Reviewer

Dr. Tiffany Hamlett, Ph.D. of Texas is an Adjunct Faculty member for online universities. She also leads parent

and teacher training sessions.


used to...

address physical diversity.

introduce a unit on conservation

and aquatic life.

demonstrate how we can over-

come challenges.

discuss the role we play in our

environment.

69

Wishworks, Inc.

Author: Stephanie S. Tolan Illustrator: Amy June Bates


Pages: 146 ISBN: 9780545031547

Ages: 2nd and 3rd Grades Reviewer: Janet Fugate

The Story

This story is about a young boy, Max, who has moved to a new school because of his parents‘ divorce. As a way to cope with having to adjust to a new home, a new school, making new friends, and a new way of life, Max loses himself in his imagina-tion. For example, when the friendless Max is bullied at school, he imagines that he has a large dog that will protect him from the bullies. The dog also is his companion

for many exciting adventures as he tries to cope with the changes in his life. This leads Max to long for a real dog, but his mother will not allow it. One day, however, a neighbor brings a dirty little dog to Max‘s apartment and asks if Max‘s family would take the dog. Max‘s mother lets Max keep the dog, but Max eventually realizes that this is not the dog he wants. When the dog gets away, Max has mixed feelings; he is happy because he did not want the dog, but he sees how upset his mother and sister are about the loss. During this time, Max becomes friends with one of his classmates, Jerome, who also has imaginary adventures. Eventually the little dog is found, and during an outing, the dog attacks the class bully. It is then that Max and Jerome find out that bullies are not as tough as they think, and Max comes to under-stand that sometimes we do not realize that we already have what we want.


Imagination

Bullying

Divorce

Why our reviewer recommends this book: This book covers important topics, such as bullying, divorce, and imagina-tion, that are appropriate for 2nd and 3rd grade children, but it should be used with discretion. The social and emotional maturity of the child should be considered, and the teacher and/or parent should discuss the subject matter with the child instead of simply allowing the child to read the book in-dependently. This book would also be appropriate for children who are experiencing the emotional upheaval of divorce.


This book could be read to a third grade class perhaps after lunch dur-ing a rest period or as a part of a reading group. Once the story has been read, talking points could include what makes someone a bully, how do you handle bullies, what should you do if you are being bullied. There are some very good websites that could be used as supplemen-tal materials with this topic.

http://stopbullyingnow.hrsa.gov/kids/ - This website provides games and Webisodes related to bullying.

http://pbskids.org/itsmylife/friends/bullies/index.html - This website also provides games and videos related to bully-ing.

About the Reviewer

Janet Fugate recently retired from her position as Instructor

at Western Kentucky University.


used to...

discuss divorce in a small group

or one-on-one counseling setting.

discuss bullying with a class.

http://stopbullyingnow.hrsa.gov/kids/

http://pbskids.org/itsmylife/friends/bullies/index.html

70

You Go Away

Author: Dorothy Corey Illustrator: Lisa Fox


Pages: 14 ISBN: 9780807594407

Ages: Infant/toddler to Kindergarten Reviewer: Dianne Thomas

The Story

This story is based around the concept of separation anxiety, which young children often feel when a loved one has to leave them. The story line deals with mostly short separations but also includes a longer one as well. The book includes a diversity of families and care givers. The pictures are attractive to young children and will aid them in following the underlying concept.


Separation anxiety

Diverse family systems

Caring

Trust

Why our reviewer recommends this book: This book helps young children begin to understand the fear of separation anxi-ety, which is a very real and sometimes overwhelming fear for young children. The book is a board book making it excellent for young children‘s interaction.


Social/Emotional Development

Be proactive when you expect separation anxiety might be an issue. Discuss with parents/families what their child might feel during an epi-sode of separation anxiety and some ways parents can ease their child‘s fears. Parents should help their child feel safe at home and to become comfortable at school or in the child care setting. Visiting the

school or child care center with their child before the first time they will leave them is a good idea. Visiting more than once is ideal. Teachers might provide several opportunities for this including events such as a Getting to Know You Party. Parents should always say good-bye to their child (never sneak away while the child is not looking) but should not prolong their leaving either. The first time a child is left in a new setting, keep the separation time short. Both the teacher and parent can help the child by giving the child an ETA (estimated time of arrival back to pick them up). With young chil-dren be specific in a way the child can understand such as, ―Daddy will be back after nap time.‖

Play games with the children such as Peek-a-Boo as shown on the first two pages of the book.

After reading You Go Away during group time, discuss coming and going. Involve children in an activity they enjoy such as singing songs. Then play ‗Out the Door, Back for More‘:

Have an adult volunteer say, ―I‘m going out of the door.‖ The adult goes outside the classroom door. In a few seconds, the person comes back in and says, ―I‘m back for more!‖ Children should say, ―More what?‖ The adult says, ―More singing!‖ The group should sing another short, known song. Play as long children are interested and as time allows. Play the game over the course of several days. Vary the game by allowing different children to be ‗it‘ and go out the door (with an adult). While the person who is ‗it‘ is outside the door, children could count, participate in chants, or be involved in other short learning activities they enjoy. Relate this game to going away and coming back.


About the Reviewer

Dianne Thomas is an Assis-tant Professor at Delta State

University in Mississippi.


used to...

Help young children adjust to their first days at school and be-ing away from their families.

71

More Classroom Strategies and Ideas for You Go Away

For this activity you will need a small, happy face sticker and a band-aid for each child. Before this activity, use a per-manent marker to draw a sad face on the band-aids. Check for allergies to adhesive before completing this activity.

◦ After reading the book, discuss the difference in feeling happy and sad. Encourage children to show you their happy faces and sad faces. Discuss how we feel sad when someone has to leave but how happy we feel when they come back.

◦ Reinforce happy times by putting a small, happy face sticker on the child‘s hand. Talk about times when we feel happy.

◦ Next, cover the sticker with a band-aid with a sad face. Allow children to tell about a time when they felt sad. Remind children that sad times end and we feel happy again. Reinforce by allowing children to remove the band-aid to reveal the happy face.

◦ This is a good activity to complete right before children go home. If they put the band-aid back on over the happy face, they can tell their family the story when they get home. Model how they can do this with your own sad band-aid over a happy face. Say, ―I feel sad when Mama, has to leave.‖ Pull up one side of the band-aid and say, ―But I feel happy when Mama comes back!‖

◦ You may want to alert families about this activity before doing it so they won‘t think their child has gotten hurt.

Language

After reading You Go Away several times, create a class book depicting the concept. Ask the person who drops the child off to allow you to take two photographs of them. Take one picture of the adult as he is going out of the class-room door and waving goodbye. Take another picture as he is coming in, smiling, and waving hello. Be sure the two poses vary enough that whether the family member is ‗going away‘ or ‗coming back‘ is easily distinguished. For ex-ample, all ‗going away‘ pictures show the parent with his hand on the outside door knob and partially hidden by the door. The wave might be an up-and-down finger wave. All ‗coming back‘ pictures show the door wide open, the par-ent with a happy face, and a side-to-side wave up high. After the photographs are printed, glue them on a sheet of paper, and allow each child to write (or dictate to you) the words. Use a common pattern so that children can choral read the book after it is complete. Compile all the pages into a book and give it a title such as Our Away and Back Book. Use simple language that fits the developmental level of your children.

For example the text might read:

Susie‘s mom is away. Susie‘s mom is back.

Bill‘s dad is away. Bill‘s dad is back.

If you work where you don‘t often see parents, some options for taking the photographs could be to do so when the parent comes to register the child, during an open house, or asking the parents to send the photographs. If photo-graphs aren‘t possible, allow children to draw the pictures.

Science Center

After reading and discussing the book with children, use the sand center to demonstrate how things that are out of sight can be found. Hide items in the sand and have children ‗excavate‘ for them.

◦ For children who are ages two and three, allow them to watch you hide safe items such as plastic animals in the sand. At this point, talk with the children about how the animals are no longer seen (relate to the word ―away‖ from the text). Encourage children to bring the animals back (uncover them) and talk about how the animals are now seen (relate to the words ―come back‖ from the text).

◦ For fours and fives, use the sand center as above, but take it a step further by having children locate large iron items (the size should be appropriate for the age and developmental level of children) using a wand magnet. Use the same talking points as above.

Children love using flashlights. Allow children time to experiment with age appropriate flashlights by turning them on and off. While the flashlight is off, talk about missing the light and how the light is ‗gone‘. Remind students that it is quick and easy to see the light again simply by turning it back on. Talk to the children about how we miss the light when we don‘t see it, but are excited when we turn it back on. Relate this to the book.

Dim the lights in the classroom and allow a child to turn on the flashlight and light up the ceiling or corners of the classroom. While the flashlight is still on, place it in a bag or box that completely hides the light. Talk with the chil-dren about where the light is. Ask if they think the light is still shining even though they can‘t see it. Allow children to peak into the box and see that the light is in fact still on. Relate this to the fact that even though they can‘t see their parents, their love is still shining brightly.


72

More Classroom Strategies and Ideas for You Go Away

Art

Create hello/goodbye wavers. Trace around the child‘s hand on two different colors of construction paper. If possible, allow the child to choose the two colors. Cut out the two hand shapes. Glue them back to back with a jumbo craft stick between them. Allow the child to decide which color is the ‗wave goodbye color‘ and which is the ‗wave hello color‘. As parents drop off the child, he gets his waver and waves goodbye with his chosen goodbye color. Then the hand puppet is placed in a holder such as a pocket chart with the wave hello color showing. Talk with the children about how soon they will be waving hello to their parent with their hello color. If a child feels sad, encourage him to look at the hello hand and be reminded that his parent will soon be back and that just as he waved goodbye, he will also wave hello. Allow children to complete as much of the tracing, cutting, and gluing as is developmentally appropri-ate.

The above art project can be modified to create a hand shaker. Using colored paper plates, allow the child to choose two different colors. Trace the child‘s hand on the outside of the plate. Create the hand puppet as above but add a few dried beans to the center before gluing or stapling closed. Be sure to use the jumbo craft stick so the child will have a handle. If the child‘s hand cutout is too small to accommodate beans, simply leave the hand shape on the paper plate and trace around it with a marker so that it stands out. She may use the hand shaker to wave goodbye and hello to her parent as above with the added enjoyment of sound.

Physical/Movement: Play a game similar to Duck, Duck , Goose. As ‗it‘ walks around the circle have him gently touch each classmate‘s head and say, ―Away‖ until he gets to the person he wants to chase him. Then the child says, ―Back!‖ Play occurs just as in the original game. To be sure everyone gets a chance to be ‗it,‘ have all children sit in the circle with their hands on their knees and thumbs pointing up. After they have had a chance to run, children should sit with their thumbs down. The child who is ‗it‘ should choose someone whose thumbs are pointing up.

73

You Push, I Ride

Author: Abby Levine Illustrator: Margot Apple


Pages: 14 ISBN: 9780807594452

Ages: Infant/toddler to Pre-k Reviewer: Karyn Tunks

The Story

The board book, You Push, I Ride by Abby Levine takes the listener through the daily routine of a preschool age child depicted as a piglet in illustrations by Margot Apple. He begins his day by rousing his parents out of bed and then follows a rou-tine that will be familiar to many preschoolers. Activities include brushing teeth, play-ing, eating (healthy foods), bath time, and then a bedtime ritual of ―Good night, sleep tight.‖ Throughout the story, there is an emphasis on opposites or different actions between the young piglet and those of his parents. For example, child brushes while

dad shaves, mom pushes stroller while child rides, dad gives bath while child plays. The story and illustrations show a nice balance of childrearing duties between parents.


Opposites

Daily routine

Eating healthy foods

Putting away toys

Why our reviewer recommends this book: There are very few words per page, and the text is supported by illustra-tions, which allows children to quickly learn the text well enough to ―pretend read‖ and develop confidence as emergent readers.


Recommended strategies for preschoolers:

Time concepts can be introduced by sequencing the events from waking up in the morning to bedtime. Teachers can make picture

cards representing each event for children to put in order.

Children can list, discuss, or draw a picture of an activity they have in common with the character (such as brushing teeth, bathing, playing with blocks) which develops the text-to-self connection.

Follow up with a lesson on healthy eating and the importance of eating ―green‖ foods (as mentioned in the book). Pic-tures downloaded from the internet or cut from magazines could be placed in one of two groups: Healthy/Treats. The emphasis in on consuming healthy foods everyday with an occasional treat.

After reading the book aloud, put it in the block center as a reminder for putting blocks away after play.

The book can be read aloud and made available to infants/toddlers because it is a durable board book.

About the Reviewer

Dr. Karyn W. Tunks is an Associate Professor at the University of South

Alabama.


used to...

support emergent readers.

Southern Early Childhood Association only/What's New... · by Rebecca O'Connell Reviewer: ... Hello...

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