Sarah+Hoover+Reviews


 * APA Citation **

Willems, M. (2003). //Don’t let the pigeon drive the bus//. New York, NY: Hyperion Books for Children. ISBN 0-7868-1988-X


 * Award **

2004 Caldecott Honor 2005 Kentucky Bluegrass Award


 * age **

2-6


 * Summary **

The bus driver leaves the bus for a while and leaves readers with one instruction- don’t let the pigeon drive the bus. Pigeon would love to drive the bus and attempts to get readers to give in after a great deal of begging.


 * Likes/Dislikes **

I love the simplicity of this book. The simplicity keeps young readers focused on the text with little or no distractions. I also like the way Willems wrote the book, which allows readers to become very involved. Readers can respond to the bus driver and the pigeon throughout the entire book. The bus driver leaves it up to the reader to watch the bus while he is gone, but the pigeon begs and pleads to the reader with lines including “I’ll be your best friend,” and “It’s just a bus.”


 * Curriculum Connection **

CCR: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Strand: Reading Literature Cluster: Key Ideas and Details Grade: Kindergarten Standard 1: With prompting and support, ask and answer questions about key details in a text.
 * identify key details in a text
 * ask questions about key details
 * answer questions about key details

Choosing a simple book like this one by Willems would be a great tool to practice asking and answering questions about key details in a text, or recalling, especially when introducing the skill to young readers. This is an important part of the reading process that needs to be taught early.


 * Genre **

Fiction/Picture Book/Humor


 * Classroom Activity Using //Promoting Literacy Development// **

Promoting Literacy Development: Strategy 22- Story Retelling I chose retelling as a strategy for this book because it relates to the curriculum standard one regarding asking and answering questions about text details. Recalling details in text is a part of the retelling process. The simplicity of the text and age and grade level of the book makes it a great tool to use when teaching the retelling process- predict; read, confirm, review; retell; share and compare. Initially, during the read, confirm, and review stage, the teacher should use questions to prompt recall. Promoting Literacy Development suggests oral and written retellings. For such a young age group and grade level, oral and/or illustrations would be appropriate. Practicing this strategy would also enable students to learn sequencing skills. ---

Henkes, K. (2004). //Kitten’s first full moon//. New York, NY: Greenwillow Books. ISBN 0-06-058829-2
 * APA Citation **

2005 Caldecott Award
 * Award **


 * Age **

2 and up


 * Summary **

Kitten mistakes the bright, full moon for a bowl full of milk that she longs for. She works so hard to attempt to get the bowl of milk. In the process, she ends up scared, wet, and tired. Then she finally gives up, but receives a nice surprise when she arrives home.


 * Likes/Dislikes **

This is such a cute story. Like several of the other books I reviewed, this one is also simple. The simplicity derives from plain, large, bold, black text and black and white illustrations, which help capture the story’s setting-nighttime under a full moon. There is even a little humor in the story. Kitten first tries to lick the bowl of milk and ends up with a bug on her tongue. Anyone who has cats will really appreciate Kitten’s hard struggle to get the bowl of milk. It’s similar to a cat’s struggle to catch a laser light.


 * Curriculum Connection **

CCR: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Strand: Reading Literature Cluster: Key Ideas and Details Grade: 1 Standard 2: Retell stories, including key details and demonstrate understanding of their central message or lesson.

Several different events make up the plot of this story, so it would be a good tool to use when working on retelling and remembering details in stories. Various activities could be completed in the classroom to meet this standard. Discussing the sequence of events and details is one way to implement this standard. Students could also illustrate each way Kitten tried to get the bowl of milk.


 * Genre **

Fiction/Picture Book


 * Classroom Activity Using //Promoting Literacy Development:// **

Promoting Literacy Development: Strategy Twenty-Three- Book Talks A great strategy to assist in reading comprehension and promote interest in reading is book talks. For a first grade level, as the standard above states, it may be best for the teacher to use a book talk following the sharing of the story. A book talk conducted following the story is used to summarize, interpret, and share thoughts. After practice and discussion of book talks, the students could then conduct a book talk with other first grade students to increase interest in reading the book or other books by the same author. The students may also prepare and present their own illustrations of the book’s events to further interest students in reading the book and viewing the illustrations. ---


 * APA Citation **

Raschka, C. (2011). //A ball for Daisy//. New York, NY: Schwartz and Wade Books. ISBN 0-7868-1988-X


 * Award **

2012 Caldecott Award


 * Age **

3-7


 * Summary **

The illustrations alone tell the story of Daisy, the dog, and her favorite red ball. Daisy goes everywhere with her red ball, but things are not quite the same when she loses it.


 * Likes/Dislikes **

The wonderful illustrations of this book portray the love a dog has for his favorite toy. Children can relate to this story, as well. Most children have had a favorite toy that has been lost or broken, much like Daisy. When readers can relate to books, their comprehension and interest are increased. CCR: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Strand: Reading Literature Cluster: Integrations of Knowledge and Ideas Grade: Kindergarten Standard 7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts.
 * Curriculum Connection **

Students will use illustrations to describe moments in the story. Students can compare one another’s descriptions about details in the story based on viewing the illustrations.


 * Genre **

Fiction/Picture Book/Wordless


 * Classroom Activity Using //Promoting Literacy Development// **

Promoting Literacy Development: Strategy Twenty-Two- Story Retelling Since this is a wordless book, the prediction stage of this strategy could be comprised of students viewing a few pictures in the book to offer ideas regarding the plot. The teacher could then act as a model for reading wordless books by sharing it with the class, followed by discussion of previous predictions to determine if any were correct. After discussion and questioning, students could retell the story orally or through their own illustrations of the book, which can be shared and compared with the class. ---


 * APA Citation **

Lord, C. (2006). //Rules//. New York, NY: Scholastic Press. ISBN 9780439443821


 * Award **

2007 Newbery Honor Book


 * Age **

9+


 * Summary **

Twelve-year-old Catherine, who is also the narrator, shares her interactions with and feelings about her younger brother, David, who is autistic. She wishes his autism would melt away so life would be easier for both of them. While Catherine tries as hard as she can to lead a normal life, David always seems to know a way to embarrass her. In order to eliminate some embarrassing situations, especially in public, Catherine creates rules for David to follow that guide his otherwise awkward behavior. A few of David’s rules include “a peach is not a funny-looking apple,” “when you want to get out of answering something, distract the questioner with a question,” and “no toys in the fish tank.”


 * Likes/Dislikes **

This was a very enjoyable, fun read. I had not read many books with special needs characters, but Lord did an excellent job of displaying the ups and downs of their everyday lives. This book is for ages nine to twelve. I believe this is an appropriate age level. It would probably be best used in a fifth or sixth grade classroom. Catherine is twelve years old, so readers could relate to her. Readers will enjoy the humor as well as the serious message the novel conveys. The novel expresses the importance of accepting others through the themes of family, friends, and disabilities.


 * Curriculum Connection **

CCR: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate Strand: Language Cluster: Vocabulary Acquisition and Use Grade: 5 Standard 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content choosing flexibly from a range of strategies

a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis) c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases


 * Genre **

Realistic Fiction/Families/Physical, Emtional, Mental, and Behavioral Challenges


 * Promotional Activity **

In the book, Catherine creates cards for Jason with words and pictures. Before reading the book, students could use words and pictures to describe them and then share with a partner without talking out loud. While reading the book, students would learn the relationship of the pre-reading activity to the story. Doing this pre-reading activity will keep students interested in continuing to read to discover the connection.

Adam's Review


 * Summary: **

Catherine is twelve years old and only wants to live a normal life. The problem is that she has a brother with autism and a family that is consumed with his disability. After years of trying to teach her brother David the rules her summer takes a turn and has her asking the question ‘What is normal?’ This story takes a sensitive look at the feeling of being different and finding acceptance no matter what the ‘rules’ may be.


 * Review: **

This is a great discussion starter for older intermediate students. It deals with the emotional development of those who struggle with siblings that have disabilities. The chapter titles are rules for Catherine’s brother and provide the opportunity for students to have discussions prior to reading the chapters to brainstorm just what the topic might be about. This story provides the opportunities to deepen students’ understanding of differences and acceptance.


 * Curriculum Connection: **

Common Core Writing: 4th Grade- Write informative/explanatory texts to examine a topic and convey ideas and information clearly.


 * Genre: **Realism/Special Challenges: Autism

This strategy helps students to understand the character development of Catherine. The students can first individually do the character map and then break out into small groups and compare their maps. From there, the groups share their ideas with the class.
 * Strategy: 24-Character Mapping (pg. 138-143) from //Promoting Literacy Development// (2012). **

---

Evans, S. (2011). //Underground: Finding the light to freedom//. New York, NY: Roaring Brook Press. ISBN 978-1-59643-538-4
 * APA Citation **


 * Award **

2012 Coretta Scott King Illustrator Award Winner


 * Age **

4-8


 * Summary **

This book may be a child’s first book about the Underground Railroad. The introduction to the topic is narrated by slaves. The slaves are on their journey to freedom. The group meets friends and enemies before finding the light.


 * Likes/Dislikes **

This story could easily be read through the illustrations. The pictures display the emotion and hardships faced on the dangerous journey. I like that the text is in its simplest form as to not distract readers from the full experience of the illustrations. It is easy to see why this book received the Illustrator Award for the Coretta Scott King 2012 awards.


 * Curriculum Connection **

CCR: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Strand: Reading Literature Cluster: Integration of Knowledge and Ideas Grade: 2 Standard 7: Use information gained from the illustrations and words used in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Through implementation of various discussions and activities, especially about illustrations, students can gain a great deal of knowledge regarding the characters, setting, and plot, which will also help them to understand a part of American history.


 * Genre **

Juvenile non-fiction/U.S. History/Antislavery Movements


 * Classroom Activity Using //Promoting Literacy Development// **

Promoting Literacy Development: Strategy Twenty-Nine – Connect It When introducing the Underground Railroad and well-known American figures who assisted in the movement, the Connect It strategy could help students activate prior knowledge of slavery and connect it to newly learned information. Through discussion, students’ prior knowledge can be recorded. After reading the book aloud or with partners, connections between new and prior knowledge can be recorded. Finally, the content is summarized and then students record new concepts learned. All this information can be recorded using a graphic organizer. ---


 * APA Citation **

Greenfield, E. (2011). //The great migration: Journey to the north//. New York, NY: Harper Collins. ISBN 978-0-06-125921-0


 * Award **

2012 Coretta Scott King Award Author Honor


 * Age **

3-8


 * Summary **

Greenfield organized this story through poems. Beginning with “The News” and ending with “My Family,” this book tells the story of African Americans’ journey from the south to the north in hope of better lives. Greenfield adds her own touch by describing her own family’s journey to Washington, D.C.


 * Likes/Dislikes **

I liked that Greenfield carefully covered a lot of information and details in a logical, easy to read manner. Although, to get the most out of the story and illustrations, readers aged 8-10 need to experience the book, rather than the suggested ages 3-8. I believe younger readers may feel overwhelmed by the verse and storyline`


 * Curriculum Connection **

CCR: Read and comprehend complex literary and informational texts independently or proficiently. Strand: Reading Literature Cluster: Range of Reading and Level of Text Complexity Grade: 3 Standard 10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry at the high end of the grades 2-3 text complexity band independently and proficiently.

A simple way to meet this standard is to implement reading practice, questioning, and discussion regarding this story to measure knowledge in topic covered in poems and proficiency in properly reading poetry.


 * Genre **

Nonfiction/Juvenile Poetry/African American History


 * Classroom Activity Using //Promoting Literacy Development// **

Promoting Literacy Development: Strategy Twelve- Choral Reading Choral reading offers students a chance to practice reading this poetry book with fluency and offers the teacher a chance to monitor accuracy. After reading the book to the class and participating in discussion, the teacher can assign groups for choral reading. Groups can be assigned a section of the book, which include several poems, or they can be assigned a single poem, and, therefore, groups would be smaller. The groups should be provided with copies of their poems. Allow time for the students to rehearse. It may be helpful to have groups stand in front of the class in order to better monitor accuracy in rate, phrasing, and expression, for example.


 * APA Citation **

Sweet, M. (2011). //Balloons over Broadway: The true story of the puppeteer of Macy’s Parade//. Boston, MA: Houghton Mifflin Books for Children. ISBN 9780547199450


 * Award **

2012 Orbis Pictus Award


 * Age **

4-8


 * Summary **

Meet Tony Sarg, a puppeteer who invented the magnificent upside down marionettes used each year in the Macy’s Thanksgiving Day Parade. Follow the puppets from idea to larger-than-life, helium-filled animals as they float through the streets of New York City.


 * Likes/Dislikes **

This is a wonderful children’s biography. The unique illustrations capture Tony Sarg’s imagination. The book includes a lot of information, but it is an easy read because of the way to information is organized and presented. Now, I will enjoy watching the parade even more so than I already did because I know the story behind the large upside down marionettes.


 * Curriculum Connection **

CCR: Analyze the structure of the texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanze) relate to each other and the whole. Strand: Reading Informational Text Cluster: Craft and Structure Grade: 4 Standard 5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

This is a great standard to focus on while using this book in the classroom because the book is set up in a problem/solution format. Tony succeeded at many challenges that were presented to him. He continued reinventing his puppets for the parade to make them magnificent.
 * Genre **

Juvenile Literature/Biography


 * Promotional Activity **

Around Thanksgiving, show videos of previous Macy’s Day Parades. This book would be a great topic to cover when discussing holiday traditions. Seeing the clips would peak students’ interest in the floats and how they were invented. Even clips of other parades would allow the students the opportunity for comparing and contrasting. Further comparison could be completed once the book was read.

Hardesty Review: __Balloons Over Broadway__ __Orbis Pictus Award:__ Balloons Over Broadway __APA Citation with IBSN:__ Sweet, M. (2011). //Balloons over Broadway : the true story of the puppeteer of Macy's Parade//. Boston, MA: Houghton Mifflin Books for Children. ISBN 978-0-547-19945-0 __Summary:__ Macy’s Thanksgiving Day Parade is a big deal to children, and this book captures all the realism it entails. It’s a great story depicting the events and happenings that took place to make the parade all that it is. __Liked/Disliked:__ I very much enjoyed this text. It was very interesting to read how the balloons became such a huge part of the Macy’s Thanksgiving Day Parade. __Curriculum Connection:__ Kindergarten: With prompting and support, retell familiar stories, including key details. __Genre:__ Informational __Classroom Activity:__ Strategy 22: Story Retelling ---


 * APA Citation **

Thomas, J. (2009). //Rhyming dust bunnies//. New York, NY: Atheneum Books for Young Readers. ISBN 978-1-4169-7976-0


 * Award **

2011 Kentucky Bluegrass Award


 * Age **

3-5


 * Summary **

In this fun story, four dust bunnies enjoy rhyming. Ed, Ned, and Ted are busy thinking of rhyming words, while Bob attempts to warn them of danger.
 * Likes/Dislikes **

I love the simplicity of this book. Simple text and illustrations help to maintain readers’ focus on the humor and what is being taught- rhymes. The print is also large, therefore, making this book a great read aloud that enables students to follow along and participate in the rhyming.


 * Curriculum Connection **

CCR: N/A Strand: Reading Foundational Skills Cluster: Phonological Awareness Grade: Kindergarten Standard 2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

A. Recognize and produce rhyming words. B. Count, pronounce, blend and segment syllables in spoken words. C. Blend and segment onsets and rimes of single-syllable spoken words. D. Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three- phoneme (consonant-vowel- consonant, or CVC) words. E. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

While reading the book, students will be involved in recognizing words that rhyme. Students could also be given the opportunity to extend conversation from the text by providing further rhyming words. For example, Ned asks, “What rhymes with dog?” Ed, Ned, and Ted think of hog, log, and fog. Students could share other rhyming words, such as jog or frog.


 * Genre **

Fiction/Rhyming


 * Classroom Activity Using //Promoting Literacy Development// **

Promoting Literacy Development: Strategy One- Rhyme Generation Similar to the activity mentioned under Curriculum Connection, this strategy allow students to generate rhymes. After the concept of rhyming is introduced, the book is read and rhymes are identified. In this book, the rhyming words are specifically noted. Afterwards, the teacher color codes the onsets and rimes using chart paper, for example. Ed, Ned, and Ted discover that rug, hug, and mug rhyme with bug. Using a word ladder, for example, students can develop a list of more words rhyming with bug by changing the onset- dug, jug, pug, and tug, for example. It is also important to let students color code and identify onsets and rimes in order to check for understanding and for the students to better recognize parts of words and rhymes. The book also mentions taking this activity further by having students create word ladders of rhymes with their own names. That could be difficult for some, so instead, students could locate things around the room or at their desk to use for a word ladder. ---


 * APA Citation **

Vizcarra, N. (1996). //Ang itim na kuting: The black kitten//. Philippines: Adarna House, Inc. ISBN 971-508-024-3


 * International Book/Ebook: Filipino/Tagalong; English **


 * Age **

8-9


 * Summary **

Ignacia, a black kitten, is disliked by many people because of their superstitions. All Ignacia wants is a home. She knows there are many things cats- even black cats- have to offer for people. She finally gets a chance to share all the advantages of having a cat when she finds a new home.


 * Likes/Dislikes **

I like the message this story presents. You have to look beyond the outside of people and animals to appreciate what is on the inside. A common phrase that describes this message is ‘don’t judge a book by its cover.’ The author portrayed this message in a manner that kids enjoy by using an animal.


 * Curriculum Connection **

CCR: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Strand: Reading Literature Cluster: Key Ideas and Details Grade: 4 Standard 2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Using a picture book is a great way for students to begin practicing identifying themes of stories using details from the text. Once the skill is practiced with books like //The Black Kitten//, then students will be more prepared in using details from chapter books to identify themes.

Fiction/Animals
 * Genre **


 * Classroom Activity Using //Promoting Literacy Development// **

Promoting Literacy Development: Strategy Twenty-Five – Double Entry Journals Because the theme of this story can be applied to not only pets, but also people, reflections on the text will easily be prompted. Double entry journals are a helpful way of organizing thoughts and ideas regarding the text of a story. Students respond to a particular quote or passage in the book. Questions that students could consider when responding to this story include, “Relate Ignacia’s experiences to your own or a friend’s,” or “To the people who did not appreciate Ignacia, what would you tell them?” After responses are recorded, they can be shared in small groups or with the whole class in order to spark further discussion.


 * APA citation **

Marshall, L. (2012). //Grandma Rose’s magic//. Minneapolis, MN: Kar-Ben Publishing. ISBN 9780761352150


 * Ebook: Net Galley (www.netgalley.com) **


 * Age **

5-9


 * Summary **

Grandma Rose sews and sews. She makes blankets, dresses, curtains, and many other beautiful, magical things for people. Grandma Rose saves her money from sewing to buy dishes with pink and red roses and blue trim like her grandmother once had. When she cannot find the dishes at the store, she instead buys food to share with others. When she arrives home, she receives a great surprise.


 * Likes/Dislikes **

I love the bright illustrations and the message of generosity the book presents to readers. It portrays how important giving to others and helping them really is and how one’s hard work is greatly appreciated by others sometimes more than he/she ever realized.
 * Curriculum Connection **

CCR: Determine central ideas or themes of a text and analyze their development, summarize the key supporting detail and ideas. Strand: Reading Literature Cluster: Key Ideas and Details Grade: 3 Standard 2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson or moral and explain how it is conveyed through key details in the text.

This book actually mentions Shabbos- the Jewish Sabbath. In the story, this was when Grandma Rose’s own grandma used her beautiful dishes to share a meal with family. However, the central message is the importance of generosity. Therefore, because it mentions a culture and religion, as well as presents a great message, this is a great book to discuss in the classroom, especially when students are working to identify central messages of stories.


 * Genre **

Realistic Fiction/Families


 * Classroom Activity Using //Promoting Literacy Development// **

Promoting Literacy Development: Strategy Thirty-Six – Anticipation Guides In order to generate discussion about this book and promote collaboration, students could complete anticipation guides in groups while reading the book and then come together as a whole class when finished for further discussion of thoughts and ideas. A statement example to be included in the guide could be, “Showing others generosity can fill you with happiness.” I believe a great deal of discussion would be beneficial with this book because of its central message. Students would be able to share examples of generosity they have experienced and possibly be encouraged to show generosity towards others.


 * APA Citation **

Schmidtt, H., & Vance, C.. (2012). //Are you sleeping little one?//. New York, NY: Abbeville Kids. ISBN 9780789211231


 * Ebook: Net Galley (www.netgalley.com) **


 * Age **

2+


 * Summary **

Young readers will enjoy getting to know how baby animals sleep with the fun illustrations, simple rhyme, and repetitive text. Children will love the variety of animals covered in this book from dogs to flamingos.


 * Likes/Dislikes **

I like the simple rhyme and repetitive text in this book. The first line of text always begins, “Are you sleeping, little ...” The blank is filled in with the type of animal. The following line always describes the way the particular animal sleeps, whether it’s on one leg or in a dark hole. It’s a great book to use when introducing rhyme to preschoolers and kindergartners. Such young readers will really benefit from the repetition, which will make it easier for them to practice reading skills.


 * Curriculum Connection **

CCR: N/A Strand: Reading Foundational Skills Cluster: Phonological Awareness Grade: Kindergarten Standard 2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

A. Recognize and produce rhyming words. B. Count, pronounce, blend and segment syllables in spoken words. C. Blend and segment onsets and rimes of single-syllable spoken words. D. Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. E. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

After identifying and practicing rhymes, the students and teacher together could create another page in the book using a new animal and rhyme and the repetitive text. Students could then create their own illustration to go with the new page of the book.
 * Genre **

Fiction/Animals/Rhyming
 * Promotional Activity **

While introducing the book, various photographs of sleeping animals could be shown to the class or brief video clips of animals sleeping. This would get students interested in the many ways different animals sleep. After reading the book, students could even share or show how they like to sleep to develop a personal connection with the story. ---


 * APA Citation **

Bateman, T. (2011). //Fiona’s luck.// Charlesbridge Books. Retrieved on April 25, 2012, from [|http://www.tumblebooks.com]


 * Ebook: TumbleBooks **
 * Age **

5-8


 * Summary **

The greedy Leprechaun King of Ireland ordered others to collect all the luck in the land to be stored in a chest by his throne. However, all the luck was collected and the county faced a time of great hardship. Fiona is introduced to the Leprechaun King and she outsmarts him. All the luck is soon returned to the land and its people.


 * Likes/Dislikes **

I enjoyed the story and its message on greed. It makes it clear that one person’s greed can hurt many and the importance of helping others.
 * Curriculum Connection **

CCR: Determine central ideas or themes of a text and analyze their development, summarize key supporting details and ideas Strand: Reading Literature Cluster: Key Ideas and Details Grade: 2 Standard 2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

I would use this book when implementing a unit on various genres in children’s books. Students would benefit from reading other fables to compare and contrast messages and lessons. Further analyzing could be completed by comparing fables to other genres.


 * Genre **

Fable


 * Promotional Activity **

As a pre-reading activity, I would allow students to write in journals regarding what they would do if they had all the luck in the world. After composing a response, students could share their ideas with partners or as a whole class. While reading, they would be able to make a connection between the assignment and the story. After reading the story and learning about greed, I would offer the opportunity for students to change or make additions to their journal entry and continue discussion. ---


 * APA Citation **

Palatini, M. (2008). //The three silly billies.// New York, NY: Simon and Shuster Books. Retrieved on April 25, 2012, from [|http://www.tumblebooks.com]


 * Ebook: TumbleBooks **


 * Age **

5-8


 * Summary **

In this folktale, Billy Bob, Billy Bo, and Just Plain Billy wanted to cross the bridge to have some fun in the sun. They have to cross a troll bridge, but they do not have the buck the troll requires. Then, along come the Three Bears, Little Red Riding Hood, and Jack. Altogether, they gather one dollar to pay the troll and cross the bridge.


 * Likes/Dislikes **

I love how the author incorporated other fairy tale characters into the folktale. With new characters and details, the author humorously revised a classic tale- Three Billy Goats Gruff.


 * Curriculum Connection **

CCR: Determine central ideas or themes of a text and analyze their development, summarize key supporting details and ideas Strand: Reading Literature Cluster: Key Ideas and Details Grade: 3 Standard 2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text

I would use this book when implementing a unit on various genres in children’s books. Students would benefit from reading other fables, folktales, and fairy tales to compare and contrast messages and lessons. Further analyzing could be completed by comparing folktales to other genres. Also, using details, students can compare and contrast the classic tale- The Three Billy Goats Gruff- and The Three Silly Billies to promote higher-order thinking in the reading classroom.


 * Genre **

Folktale


 * Promotional Activity **

As a pre-reading, promotional activity, I would display books or pictures of The Three Billy Goats Gruff, The Three Bears, Little Red Riding Hood, and Jack. The class would hold a discussion about what all those books/characters had in common. Students would be eager to find out what these shared in common and wish to jump right into reading the fun book. Afterwards, students could be involved in recreating their own Three Billy Goats Gruff story like Palatini did in //The Three Silly Billies//. ---


 * APA Citation **

Wardlaw, L. (2011). //Won Ton: A cat tale told in haiku//. New York, NY: Henry Holt and Company. ISBN 978-0-8050-8995-0


 * Age **

4 and up


 * Summary **

In this story of adoption, told in senryu (developed from haiku), Won Ton moves from the shelter to the boy’s home. Won Ton quickly adjusts to his new home and becomes close to the boy- eventually sharing his real name.


 * Likes/Dislikes **

While this is a children’s book, it easily appeals to adults, as well, especially cat lovers like me. I enjoyed relating the humor and quirkiness of Won Ton to my own adopted cats. The verse and illustrations make it a unique addition to any classroom or book collection. Because it is told in poetic form, younger readers may enjoy it more as a read aloud. It would also be a great book to share when introducing a poetry unit and/or teaching haiku form.
 * Curriculum Connection **

CCR: Read and comprehend complex literary and informational texts independently or proficiently. Strand: Reading Literature Cluster: Range of Reading and Level of Text Complexity Grade: 3 Standard 10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry at the high end of the grades 2-3 text complexity band independently and proficiently.

This standard fits well with this book because while it can be read and enjoyed by younger readers, it takes a bit more mature reader to read and comprehend poetry. Poetry is read using different phrase groupings compared to regular text, therefore, requiring more conscious effort and preparedness, which is why I chose a grade 3 standard to make a connection.


 * Genre **

Fiction/Poetry


 * Classroom Activity Using //Promoting Literacy Development// **

Promoting Literacy Development: Strategy Eleven- Paired-Assisted Reading Implementing this strategy in the classroom would help meet the standard outlined above relating to reading and comprehending poetry independently and proficiently. When introducing poetry- haiku, in particular- the book about Won Ton could be shared first by the teacher. This initial sharing would act as a modeling tool for students, so they understood the parts in the poetry form and how to properly read it using phrasing techniques. After the introduction and discussion of the poetic form, students could engage in paired-assisted reading. Because the book is already on a reading level appropriate for third graders, the teacher could pair students based on similar reading levels. As pairs group themselves around the room and begin reading, the teacher would then walk around to monitor, listen, offer further modeling, and answer any questions. By completing this activity, students would be able to listen to others and practice properly reading and understanding poetry. ---


 * APA Citation **

Schachner, J. (2011). //Skippyjon Jones class action.// New York, NY: Penguin Group. ISBN 978-0-525-42228-0


 * Age **

3+


 * Summary **

Skippyjon Jones, the Siamese cat who thinks he is a Chihuahua, is ready for school. But school is where unruly and drooly dogs go, according to Skippyjon’s mom. This does not stop him and he heads to school with his friends from the Chimichango Gang. Join him for this fun learning experience!


 * Likes/Dislikes **

As with the other Skippyjon Jones books, I really enjoyed //Class Action//. These are such unique books with fun words and a song-like text. Students can practice rhyming and Spanish with this book all while reading about Skippyjon and his adventures as El Skippito, his alter ego, and the Chimichango gang.
 * Curriculum Connection **

CCR: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyzes how specific word choices shape meaning or tone. Strand: Reading Literature Cluster: Craft and Structure Grade: Kindergarten Standard 4: Ask and answer questions about unknown words in text.

This book and other Skippyjon Jones books would be a fun way to teach kids basic Spanish vocabulary. While a few words are made-up and Spanish-sounding, others that are included are amigos, frijoles, and libros. Some of the words could easily be identified by context clues and illustrations.


 * Genre **

Fiction/Animal Fantasy


 * Promotional Activity **

A fun way to peak students’ interest in this book and the Skippyjon Jones character, would love the preview video animation online. The first few pages of book are found in video format on Skippyjonjones.com. Students will want to keep reading the book after watching the video to find out what school is like for Skippyjon. ---