Smith+-Reviews

__** Book Review #1 **__

Kate Greenaway titles the book I have chosen to write a review on “A Apple Pie”. The book is for the Kindergarten grade level. The book portrays a different view on the Alphabet that is intriguing. It presents different concepts such as; got it, fought for it, knelt for it, opened it, etc. (Greenaway, 2012). The illustrations are unusual and imaginative.
 * Summary: **

The book can be tied into the Kentucky Core Curriculum in several different standards. A student could be asked to ask and answer questions about unknown words in a text (English / Language Arts Standard #4). A student could also with prompting and support, describe the relationship between illustrations and the story in which they appear (English / Language Arts Standard #7). In addition, the student could actively engage in group reading activities with purpose and understanding.
 * Curriculum Correlation: **

I am sure I could add other standards but the simple fact is, this book has a lot of potential. It covers the entire alphabet with illustrations and introductions of words that may be unfamiliar to many students and allows the student to learn new words and familiarize themselves with the letters of the Alphabet, which is essential within this age group.
 * Likes / Dislikes: **

I liked the entire book, and found nothing that I really disliked. Although one setback is the fact that some words may be above and beyond this age group, but that could be a good thing because it affords the child vocabulary building. Another is the fact that there is no page for the letter I, because it and J were used interchangeably at the time the book was written. This could prove to be confusing.

A far as a promotional activity, I would recommend a bulletin board like presentation that would show the illustrations off. It could be tied in with older looking graphics and border that could be displayed during the holidays.
 * Classroom Activity: **

= Bibliography = Greenaway, K. (2012). //Book overview A apple pie//. Retrieved February 19, 2012, from childrenslibrary.org: http://www.childrenslibrary.org/icdl/BookReader?bookid=greappl_00150034&twoPage=false&route=simple_84_0_0_English_0&size=0&fullscreen=false&pnum1=1&lang=English&ilang=English

ISBN 978-1433088308

__**Book review #2**__

Mo Willems titles the book I have chosen to write a review on “Don’t Let the Pigeon Drive the Bus”. The book is for the Preschool through second grade level. The book was a Caldecott Honor book in 2004.
 * Summary: **

The book can be tied into the Kentucky Core Curriculum in several different standards. A student could with prompting and support, retell familiar stories, including key details (English / Language Arts Standard #2). A student could also with prompting and support, identify characters, settings, and major events in a story (English / Literature Arts Standard #3). A student could be asked to ask and answer questions about unknown words in a text (English / Language Arts Standard #4). A student could also with prompting and support, name the author and illustrator of a story and define the role of each in telling the story(English / Literature Arts Standard #6). A student could also with prompting and support, describe the relationship between illustrations and the story in which they appear (English / Language Arts Standard #7). In addition, the student could actively engage in group reading activities with purpose and understanding (English / Literature Standard #10).
 * Curriculum Correlation: **

I am sure I could add other standards due to the illustrations and story lines that this book covers. It is a simplistic book with humorous details throughout. It covers bargaining that most young people do to get what they want. An example would be when the pigeon says “I’ll give you five bucks.” In addition, he also says “I’ll be your best friend.” (Willems, 2003). Fortunately, the book shows the humorous and ridiculous view of the Pigeon and what he wants and how it shouldn’t and can’t be done to a young audience.
 * Likes / Dislikes: **

I liked the entire book, and found nothing that I really disliked. It is a comical side that can show a link to a child’s tendency to get into mischief. I can anticipate many young kids recognizing themselves in the pigeon’s assertiveness and naughty side.

A far as a promotional activity, I would recommend a bulletin board like presentation that would show the illustrations off. It could be tied in with the beginning of the school year activities (students riding the bus and learning the rules associated with riding the bus). Another activity to promote the book would be to include a class in a book reading and let the young students tell the pigeon “No, you can’t drive the bus!”.
 * Classroom Activity: **

=Bibliography=

Willems, M. (2003). //Don't let the pigeon drive the bus!// (1st ed.). New York, New York: Hyperion Press.

ISBN 978-0786819881

__**Book Review #3**__

Jennifer L. Holm titles the book I have chosen to write a review on “//Turtle in Paradise//”. The book is for the third through fifth grade level. The book was a Newberry Medal Honor Book Winner in 2011.
 * Summary: **

The book can be tied into the Kentucky Core Curriculum in several different standards. A student could with prompting and support, retell familiar stories, including key details (English / Language Arts Standard #2). A student could also with prompting and support, identify characters, settings, and major events in a story (English / Literature Arts Standard #3). A student could be asked to ask and answer questions about unknown words in a text (English / Language Arts Standard #4). A student could also with prompting and support, name the author and illustrator of a story and define the role of each in telling the story(English / Literature Arts Standard #6). A student could also with prompting and support, describe the relationship between illustrations and the story in which they appear (English / Language Arts Standard #7). In addition, the student could actively engage in group reading activities with purpose and understanding (English / Literature Standard #10).
 * Curriculum Correlation: **

I liked the book. It is set during the depression and the main character is an 11 year old child who has experienced bad experiences in her life. As many kids these days do not have two parent families, Turtle (main character) has witnessed her mothers head in the cloud dreams and is more down to earth than her mother. Her mother has made poor choices with the men in her life and Turtle has suffered and her exterior has hardened from her experiences. Many children can identify with a character like this. As far as any dislikes, I believe some of the vocabulary is above an eight year olds (recommended reading level) ability to understand. But, I see it as a good book and believe it is worth reading.
 * Likes / Dislikes: **

A far as a promotional activity, I would recommend a bulletin board like presentation that would display facts about the Great Depression and tie it in with the book and the characters involved.
 * Classroom Activity: **

ISBN 978-0375836909

=Bibliography=

Holm, J. L. (2011). //Turtle in paradise.// New York, New York: Yearling.

__**Book Review #4**__

Ashley Bryan wrote the book I have chosen to write a review on “//Let it Shine: Three Favorite Spirituals//”. The book is for the preschool through fifth grade level, and ages 4 and up. The book was a Coretta Scott King Book Winner in 2008.
 * Summary: **

The book can be tied into the Kentucky Core Curriculum in several different standards. A student could with prompting and support, retell familiar stories, including key details (English / Language Arts Standard #2). A student could also with prompting and support, identify characters, settings, and major events in a story (English / Literature Arts Standard #3). A student could be asked to ask and answer questions about unknown words in a text (English / Language Arts Standard #4). A student could also with prompting and support, name the author and illustrator of a story and define the role of each in telling the story(English / Literature Arts Standard #6). A student could also with prompting and support, describe the relationship between illustrations and the story in which they appear (English / Language Arts Standard #7). In addition, the student could actively engage in group reading activities with purpose and understanding (English / Literature Standard #10).
 * Curriculum Correlation: **

I liked the book. It is a book with illustrations covering three spiritual hymns. The hymns are "This Little Light of Mine," "Oh, When the Saints Go Marching In," and "He's Got the Whole World in His Hands." It is an oversized picture book with brightly colored pictures and collages of illustrations relating to the hymns. The use of colors, and how the pictures of children and how it relates to the hymns, make it very thought-provoking. The pictures depict children praying, laughing and singing. The authors pictures along with the old folk songs are African American related and at times cover two page spreads. It also has an illustration of God’s hands that relates to the folk song “He’s Got the Whole World in His Hands”. As far as any dislikes, I can’t really think of any. The use of color and how the pictures tie into the hymns is really well-ordered to say the least. The message behind the lyrics along with the illustrations makes for a great read for children and adults.
 * Likes / Dislikes: **

A far as a promotional activity, I would recommend a bulletin board like presentation that would display facts about the history of these African American hymns along with playing’s of the music on a recorder where the bulleting board is displayed.
 * Classroom Activity: **

ISBN 978-0689847325

=Bibliography= Bryan, A. (2007). //Let it Shine: Three Favorite Spirituals.// New York, New York: Atheneum Books for Young Readers.

__**Book Review #5**__

Sheila Keenan wrote the book I have chosen to write a review on “ // Animals in the House: A History of Pets and People // ”. The book is for the fourth grade level and up and ages nine and up. The book was a NCTE Orbis Pictus Award for Outstanding Nonfiction for Children recommended book in 2008.
 * Summary: **

The book can be tied into the Kentucky Core Curriculum in several different standards. A student could Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text (English / Language Arts Standard #1). A student could determine a theme of a story, drama, or poem from details in the text; summarize the text (English / Language Arts Standard #2). A student could also describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions) (English / Literature Arts Standard #3). A student could Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text (English / Language Arts Standard #5). In addition, a student could also with prompting and support, make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text (English / Language Arts Standard #7).
 * Curriculum Correlation: **

I liked the book. It takes an approach to the relationship between pet lovers and their pets. It takes an historical look at how they became our pets. It includes the traditional animals most people keep as pets and give statistics on cats and dogs as pets. But, it also discusses birds, lizards, fish, and other uncommon pets many people have. It includes plenty of pictures and a resource list for children to help them research animals above and beyond the book. The illustrations helps those below the recommended grade level to view different types of pets and the statistics help those in the upper elementary levels to understand the staggering numbers of household pets out there.
 * Likes / Dislikes: **

As far as any dislikes, I can’t really think of any. The vocabulary is at the fourth grade and up and may be out of reach for some elementary students, but with an adult reading and paraphrasing this book, it could be entertaining.

A far as a promotional activity, I would recommend a bulletin board like presentation that would display facts within the book and possibly bringing in a cat or dog to help with the presentation and promote the book.
 * Classroom Activity: **

ISBN 978-0439692861

=Bibliography=

Keenan, S. (2007). //Animals in the House: A History of Pets and People.// New York, New York: Scholastic.

__**Book Review #6**__

Jackie French Koller wrote the book I have chosen to write a review on “ // Peter Spit a Pea at Sue // ”. The book is for the kindergarten through second grade level and ages four and up. The book won a KY Bluegrass Award in 2008.
 * Summary: **

The book can be tied into the Kentucky Core Curriculum in several different standards. A student could with prompting and support, ask and answer questions about key details in a text (English / Language Arts Standard #1). A student could with prompting and support, retell familiar stories, including key details (English / Language Arts Standard #2). A student could with prompting and support, identify characters, settings, and major events in a story (English / Literature Arts Standard #3). A student could ask and answer questions about unknown words in text (English / Language Arts Standard #4). A student could also with prompting and support, name the author and illustrator of a story and define the role of each in telling the story (English / Language Arts Standard #6).. In addition, a student could 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) (English / Language Arts Standard #7) .In conclusion, the student could actively engage in group reading activities with purpose and understanding (English / Language Arts Standard #10).
 * Curriculum Correlation: **

I liked the book. It includes huge illustrations and a lot of rhyming. The story is funny and at a level that young children would enjoy, I can see children enjoying this book because of gross acts like the spitting and how different people joined in on the spitting.
 * Likes / Dislikes: **

As far as any dislikes, I think it was a little repetitious, but the rhyming is still good. I would still recommend it to be a read aloud book for the very young and they would more than likely enjoy it.

A far as a promotional activity, I would recommend a bulletin board like presentation with watermelons on the table and seeds spread about and some drawings to help illustrate the funny storyline.
 * Classroom Activity: **

ISBN 978-0670063093

=Bibliography=

Koller, J. F. (2008). //Peter Spit a Seed at Sue.// New York, New York: Viking Juvenile.

__**Book Review #7**__

Peter Newell wrote the book I have chosen to write a review on “ // The Rocket Book // ”. The book is for the preschool and up grade levels, and ages four and up. The book is on the International Books List.
 * Summary: **

The book can be tied into the Kentucky Core Curriculum in several different standards. A student could with prompting and support, ask and answer questions about key details in a text (English / Language Arts Standard #1). A student could with prompting and support, retell familiar stories, including key details (English / Language Arts Standard #2). A student could with prompting and support, identify characters, settings, and major events in a story (English / Literature Arts Standard #3). A student could ask and answer questions about unknown words in text (English / Language Arts Standard #4). A student could also with prompting and support, name the author and illustrator of a story and define the role of each in telling the story (English / Language Arts Standard #6).. In addition, a student could 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) (English / Language Arts Standard #7) .In conclusion, the student could actively engage in group reading activities with purpose and understanding (English / Language Arts Standard #10).
 * Curriculum Correlation: **

I liked the book. It includes vintage type illustrations and the language is funny but old in ways. I know that sounds broad, but the language used within the book is outdated but endearing. The pictures of the people in the apartment building are funny. The circumstances and how everything that went awry is blamed on others in the room without the knowledge of the rocket is funny.
 * Likes / Dislikes: **

As far as any dislikes, I think the rhyming is great, but the language and some of the terms may be out of reach for many elementary students. I can see quite a few wanting to know what certain terms mean and then saying “Why didn’t they say that instead?”

A far as a promotional activity, I would recommend a bulletin board like presentation with small rockets on the tables and a copy of the book with illustrations that are really funny capitalized on for others to see.
 * Classroom Activity: **

ISBN 978-0804805056 = = =Bibliography=

Newell, P. (2001). //The Rocket Book.// New York, New York: Harper & Brothers.

__**Book Review #8**__

Marilyn Singer wrote the book I have chosen to write a review on “ // A Stick Is an Excellent Thing: Poems Celebrating Outdoor Play // ”. The book is for the preschool and up grade levels, and ages four and up. The book is a book of poems from an award winning poet and New York Times best selling illustrator (Singer, 2012). It was recently released.
 * Summary: **

The book can be tied into the Kentucky Core Curriculum in several different standards. A student could with prompting and support, ask and answer questions about key details in a text (English / Language Arts Standard #1). A student could with prompting and support, retell familiar stories, including key details (English / Language Arts Standard #2). A student could with prompting and support, identify characters, settings, and major events in a story (English / Literature Arts Standard #3). A student could ask and answer questions about unknown words in text (English / Language Arts Standard #4). A student could recognize common types of texts (e.g., storybooks, poems) (English / Language Arts Standard #5). A student could also with prompting and support, name the author and illustrator of a story and define the role of each in telling the story (English / Language Arts Standard #6).. In addition, a student could 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) (English / Language Arts Standard #7) .In conclusion, the student could actively engage in group reading activities with purpose and understanding (English / Language Arts Standard #10).
 * Curriculum Correlation: **

I liked the book. It includes poems that cover outside play. This could defiantly tie in with all the emphasis on childhood obesity and the need for children to go outside and play and exercise. The trappings of childhood change from generation to generation, but there are some timeless activities that every kid loves. Marilyn Singer and LeUyen Pham celebrate these universal types of play, from organized games such as hide-and-seek and hopscotch to imaginative play such as making mud soup or turning a stick into a magic wand (Singer, 2012).
 * Likes / Dislikes: **

As far as any dislikes, I can’t really think of any. I haven’t seen many books that cover the need to exercise and have such a catchy title as this one does. The meanings behind the poems and the illustrations are lively and I think it would be a good book for a young audience.

A far as a promotional activity, I would recommend a bulletin board like presentation with emphasis on the childhood obesity epidemic and the need for young children to get up and exercise. I would place a stick on the table and display enlarged versions of some of the illustrations within the book to help promote it.
 * Classroom Activity: **

ISBN 978-0547124933

=Bibliography=

Singer, M. (2012). //A Stick Is an Excellent Thing: Poems Celebrating Outdoor Play.// New York, New York: Clarion Books.

__**Book review #9**__

Victor Kelleher wrote the book I have chosen to write a review on “ // Goblin at the Zoo (Gibblewort the Goblin)”. // The book is for the second grade and up grade levels, and ages seven and up. The book is a book of modern fantasy geared towards a younger audience.
 * Summary: **

The book can be tied into the Kentucky Core Curriculum in several different standards. A student could with prompting and support, ask and answer questions about key details in a text (English / Language Arts Standard #1). A student could with prompting and support, retell familiar stories, including key details (English / Language Arts Standard #2). A student could with prompting and support, identify characters, settings, and major events in a story (English / Literature Arts Standard #3). A student could ask and answer questions about unknown words in text (English / Language Arts Standard #4). A student could also with prompting and support, name the author and illustrator of a story and define the role of each in telling the story (English / Language Arts Standard #6).. In addition, a student could 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) (English / Language Arts Standard #7) .In conclusion, the student could actively engage in group reading activities with purpose and understanding (English / Language Arts Standard #10).
 * Curriculum Correlation: **

I liked the book. It includes a character that is available in a series of books by the same author. The goblin is an unlikely character to like, but he becomes a loveable character. The illustrations are funny and the content includes gross parts and in my opinion, is much more appealing to boys than girls. The storyline involves an Irish Goblin named Gibblewort who has had enough of Australia (his friends have shipped him there) so he tries to mail himself home. Things didn’t go as he planned and when he wakes up at the zoo he thinks he is lost in Africa. He tries to get into a cage to stay safe and a chimp falls in love with him and wants to kiss him all the time. He goes through quite a bit physically trying to get away from the chimp and the zoo.
 * Likes / Dislikes: **

As far as any dislikes, I can’t really think of any. For a modern fantasy book, it is appealing. I can see the appeal to boys especially and that doesn’t make it anything to dislike considering that different books appeal to different kids.

A far as a promotional activity, I would recommend a bulletin board like presentation with emphasis on the goblin with huge pictures of the character and copies of pages cut out for the audience to see the characters involved. I would also include gross facts about him from this and the other books in the series.
 * Classroom Activity: **

ISBN 978-0759321007

=Bibliography=

Kelleher, V. (2005). //Goblin at the Zoo.// Australia: Random House.

__**Book review #10**__

Victor Kelleher wrote the book I have chosen to write a review on //“The Tiger and the Wise Man (Traditional Tales With A Twist)”.// The book is for the kindergarten and up grade levels, and ages seven and up. The book is a book of traditional literature geared towards a younger audience.
 * Summary: **

The book can be tied into the Kentucky Core Curriculum in several different standards. A student could with prompting and support, ask and answer questions about key details in a text (English / Language Arts Standard #1). A student could with prompting and support, retell familiar stories, including key details (English / Language Arts Standard #2). A student could with prompting and support, identify characters, settings, and major events in a story (English / Literature Arts Standard #3). A student could ask and answer questions about unknown words in text (English / Language Arts Standard #4). A student could also with prompting and support, name the author and illustrator of a story and define the role of each in telling the story (English / Language Arts Standard #6).. In addition, a student could 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) (English / Language Arts Standard #7) .In conclusion, the student could actively engage in group reading activities with purpose and understanding (English / Language Arts Standard #10).
 * Curriculum Correlation: **

I liked the book. It includes illustrations that are brightly colored and are large. The tales have a twist on traditional tales and in my opinion would make a good read aloud book. It has a tale of how a wise man must use his wits to escape a tiger or be eaten.
 * Likes / Dislikes: **

As far as any dislikes, I feel it would mostly in my opinion make a good read aloud book for the audience targeted.

A far as a promotional activity, I would recommend a bulletin board with the book that tie in to older tales to let the audience know it has a twist on those older tales and therefore capitalizes on those older classics. I would have the illustrations, which is one of the biggest assets to the book displayed so that it could be really exploited.
 * Classroom Activity: **

ISBN 978-1904550075

=Bibliography=

Peters, A. F. (2005). //The Tiger and the Wise Man (Traditional Tales with a Twist).// Australia: Child's Play.

__**Book Review #11**__

John Schindel wrote the book I have chosen to write a review on //“// // Busy Chickens (A Busy Book)” // The book is for the preschool and up grade levels, and ages four and up. This book is a picture book for the very young and is part of a chain of books titled the Busy Book series.
 * Summary: **

The book can be tied into the Kentucky Core Curriculum in several different standards. A student could with prompting and support, ask and answer questions about key details in a text (English / Language Arts Standard #1). A student could with prompting and support, retell familiar stories, including key details (English / Language Arts Standard #2). A student could with prompting and support, identify characters, settings, and major events in a story (English / Literature Arts Standard #3). A student could ask and answer questions about unknown words in text (English / Language Arts Standard #4). A student could also with prompting and support, name the author and illustrator of a story and define the role of each in telling the story (English / Language Arts Standard #6).. In addition, a student could 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) (English / Language Arts Standard #7) .In conclusion, the student could actively engage in group reading activities with purpose and understanding (English / Language Arts Standard #10).
 * Curriculum Correlation: **

I liked the book. It is a board book, which is a great asset for the very young because of its sturdiness. It has some nice rhyming and is focused solely on chickens and roosters and their lives. It shows them with various hairdos and colors. The series has different animals and this one happens to have chickens. The words are not complex and the pictures are colorful and entertaining.
 * Likes / Dislikes: **

As far as any dislikes, I feel it is mostly for the very young and includes mostly simplistic words, but it is a good book that is part of a good series.

A far as a promotional activity, I would recommend a bulletin board with the book and the illustrations exhibited. I would especially use the more colorful pictures of chickens that have unique hairdos. I believe the appeal to kids would be great.
 * Classroom Activity: **

ISBN 978-1582462752

=Bibliography=

Schindel, J. (2009). //Busy Chickens (A Busy Book).// Berkeley, California: Tricycle Press.

__**Book review #12**__

Shana Corey wrote the book I have chosen to write a review on //“// // Here Come the Girl Scouts!: The Amazing All-True Story of Juliette 'Daisy' Gordon Low and Her Great Adventure” // The book is for the preschool and up grade levels, and ages four and up.
 * Summary: **

The book can be tied into the Kentucky Core Curriculum in several different standards. A student could with prompting and support, ask and answer questions about key details in a text (English / Language Arts Standard #1). A student could with prompting and support, retell familiar stories, including key details (English / Language Arts Standard #2). A student could with prompting and support, identify characters, settings, and major events in a story (English / Literature Arts Standard #3). A student could ask and answer questions about unknown words in text (English / Language Arts Standard #4). A student could also with prompting and support, name the author and illustrator of a story and define the role of each in telling the story (English / Language Arts Standard #6).. In addition, a student could 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) (English / Language Arts Standard #7) .In conclusion, the student could actively engage in group reading activities with purpose and understanding (English / Language Arts Standard #10).
 * Curriculum Correlation: **

I liked the book. It is a book describing the life of Juliette Gordon Low, the founder of the Girl Scouts. It is geared towards the very young and is easy to understand. The illustrations are interesting and explanatory. The book is great as far as letting younger audiences understand a little of what Girl Scouts is. It isn’t just about selling cookies. It tells what she went through to become the woman she was in a time when it was not the custom for women to act as she did, and how the Girl Scouts started. For the people out there with Girl Scouts in their lives (past, present, etc.), then this book will be informative and educating.
 * Likes / Dislikes: **

As far as any dislikes, I feel it is mostly for the very young and includes information geared towards the young audience. Although, I believe it is informative and entertaining, even for the slightly older audiences. I can see boys (maybe not as well as girls) liking the story and gaining a better understanding of who is behind it.

A far as a promotional activity, I would recommend a bulletin board with the book and the illustrations exhibited. I would especially tie this book in with the upcoming 100-year anniversary of the Girl Scouts. I would display the board with some boxes of cookies and illustrations from the books along with some facts to help promote the book.
 * Classroom Activity: **

ISBN 978-0545342780

=Bibliography= Corey, S. (2012). //Here Come the Girl Scouts!: The Amazing All-True Story of Juliette 'Daisy' Gordon Low and Her Great Adventure.// New York, New York: Scholastic Press.

__**Book review #13**__

Eileen Spinelli wrote the book I have chosen to write a review on //“// // Do You Have a Dog? //// ” // The book is for the preschool and up grade levels, and ages four and up. It is a biographical book.
 * Summary: **

The book can be tied into the Kentucky Core Curriculum in several different standards. A student could with prompting and support, ask and answer questions about key details in a text (English / Language Arts Standard #1). A student could with prompting and support, retell familiar stories, including key details (English / Language Arts Standard #2). A student could with prompting and support, identify characters, settings, and major events in a story (English / Literature Arts Standard #3). A student could ask and answer questions about unknown words in text (English / Language Arts Standard #4). A student could recognize common types of texts (e.g., storybooks, poems) (English / Language Arts Standard #5). A student could also with prompting and support, name the author and illustrator of a story and define the role of each in telling the story (English / Language Arts Standard #6).. In addition, a student could 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) (English / Language Arts Standard #7) .In conclusion, the student could actively engage in group reading activities with purpose and understanding (English / Language Arts Standard #10).
 * Curriculum Correlation: **

I liked the book. It is a book describing the dogs of historical figures. It explores the dogs of eleven historical figures and their owners. It includes poems that rhyme to describe the dogs and the relationship with their owners. It is a follow up to //“Do You Have a Cat?”// It is very entertaining and the illustrations are lively and amusing to look at.
 * Likes / Dislikes: **

As far as any dislikes, I feel it is mostly for the very young and includes information geared towards that audience. In contrast, it could also be entertaining for an older audience due to the subject matter. Kids like to see famous characters in a realistic manner and this manages to show they have pets just as we do, so I have no dislikes.

A far as a promotional activity, I would recommend a bulletin board with the book and the illustrations exhibited. I would post pictures of some of the historical figures used in the book and tie it in with their pets (breeds, stories, etc.).
 * Classroom Activity: **

ISBN 978-0802853875

= Bibliography = Spinelli, E. (2011). //Do You Have a Dog?// Grand Rapids, Michigan: Eerdmans Books for Young Readers.

__**Book Review #14**__


 * Summary: **

Gail Saltz wrote the book I have chosen to write a review on //“// // Amazing You!: Getting Smart About Your Private Part //// ” // The book is for the preschool and up grade levels, and ages three and up. It is an informational book.

The book can be tied into the Kentucky Core Curriculum in several different standards. A student could with prompting and support, ask and answer questions about key details in a text (English / Language Arts Standard #1). A student could with prompting and support, retell familiar stories, including key details (English / Language Arts Standard #2). A student could with prompting and support, identify characters, settings, and major events in a story (English / Literature Arts Standard #3). A student could ask and answer questions about unknown words in text (English / Language Arts Standard #4). A student could also with prompting and support, name the author and illustrator of a story and define the role of each in telling the story (English / Language Arts Standard #6).. In addition, a student could 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) (English / Language Arts Standard #7) .In conclusion, the student could actively engage in group reading activities with purpose and understanding (English / Language Arts Standard #10).
 * Curriculum Correlation: **

I liked the book. It is a book that may embarrass some, but it includes basic information on reproduction at an early level that needs to be addressed. In my opinion, it could help those students that don’t realize if something bad is happening to them (abuse, etc.). It talks about the body and for some, that is an embarrassing topic that isn’t addressed. The sex education within the book is basic and is educational and informative. The illustrations are bubbly and cartoonish. It shows the differences between boys and girls, and that is informative in itself for those children whose parents who don’t discuss topics such as what is covered in the book. As far as any dislikes, I feel it is mostly for the very young and includes information geared towards that audience. I would probably choose a more in depth and informative book than this one for slightly older audiences. I would recommend this book because I am open minded, although for some, this would probably not be something they would read to young audiences because of certain phrases in the book.
 * Likes / Dislikes: **

As far as a promotional activity, I would recommend a bulletin board with the book and the illustrations exhibited. I would tie in statistics of teen pregnancy, abuse and other issues so that it would show a correlation to the importance of teaching young children about their bodies.
 * Classroom Activity: **

ISBN 978-0142410585

= Bibliography = Saltz, G. (2008). //Amazing You!: Getting Smart About Your Private Parts.// New York, New York: Puffin.

__**Book review #15**__


 * Summary: **

Nicola Davies wrote the book I have chosen to write a review on //“// // White Owl, Barn Owl”. // The book is for the kindergarten and up grade levels, and ages five and up. It is a realistic fiction book.


 * Curriculum Correlation: **

The book can be tied into the Kentucky Core Curriculum in several different standards. A student could with prompting and support, ask and answer questions about key details in a text (English / Language Arts Standard #1). A student could with prompting and support, retell familiar stories, including key details (English / Language Arts Standard #2). A student could with prompting and support, identify characters, settings, and major events in a story (English / Literature Arts Standard #3). A student could ask and answer questions about unknown words in text (English / Language Arts Standard #4). A student could also with prompting and support, name the author and illustrator of a story and define the role of each in telling the story (English / Language Arts Standard #6).. In addition, a student could 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) (English / Language Arts Standard #7). In conclusion, the student could actively engage in group reading activities with purpose and understanding (English / Language Arts Standard #10).

I liked the book. The author is a Zoologist, which enhances the quality of the book due to her experience in the field. It involves a young boy and his grandfather building a box for an owl to use as a nest in a tree. It gives interesting facts about owls throughout the book. The fonts change on different pages, which in my opinion help it to have a non-boring approach while telling the facts about the owl. The illustrations are almost like watercolor paintings and are really appealing to look at. As far as any dislikes, I can’t think of any. I enjoyed the whole book and feel it has a good storyline and content.
 * Likes / Dislikes: **

As far as a promotional activity, I would recommend a bulletin board with the book and the illustrations exhibited. I would add pictures and if possible a life size owl (available at garden centers). The content could be tied in with science standards and is interesting, and should be easy to base activities and promotional materials on.
 * Classroom Activity: **

ISBN 978-0763633646

= Bibliography = Davies, N. (2007). //White Owl, Barn Owl.// Somerville, Massachusetts: Candlewick.

__**eBook Review Assignment :**__

Both books were chose and purchased for my Kindle device.


 * eBook #1**

Gerald Hawksley wrote the book I choose for this assignment (//If You Have a Hat: A Silly Rhyming Picture Book//). This book was choose for my Kindle device and I really enjoyed it. This book is geared towards the PK-2 grade levels.
 * Summary:**


 * Curriculum Correlation: **

The book can be tied into the Kentucky Core Curriculum in several different standards. A student could with prompting and support, ask and answer questions about key details in a text (English / Language Arts Standard #1). A student could with prompting and support, retell familiar stories, including key details (English / Language Arts Standard #2). A student could with prompting and support, identify characters, settings, and major events in a story (English / Literature Arts Standard #3). A student could ask and answer questions about unknown words in text (English / Language Arts Standard #4). A student could also with prompting and support, name the author and illustrator of a story and define the role of each in telling the story (English / Language Arts Standard #6).. In addition, a student could 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) (English / Language Arts Standard #7). In conclusion, the student could actively engage in group reading activities with purpose and understanding (English / Language Arts Standard #10).

I like this book. The illustrations and rhyming are entertaining and remind me of Dr. Seuss. It is a great little rhyming book. I only have one dislike and it is because it has a picture on one page and the rhyme on the next (on my Kindle).
 * Likes / Dislikes: **

As far as a promotional activity, I would recommend either bringing up the Kindle app on my computer (which probably wouldn't be able to be installed) or I could show it on my Kindle and it would only be able to be shown to a couple of students at a time.
 * Classroom Activity: **

ASIN: B004MDLXC0


 * eBook #2**

Heather Wardell wrote the book I choose for this assignment (//Henrietta Hexagon & the Triangles//). This book was choose for my Kindle device and I really enjoyed it. This book is geared towards the 3+ grade levels. The characters are great for educating young students in shapes and other issues such as adoption. The main character was left and thought she was wasn't cared for. It is a great read for young audiences. The illustrations are nice and the story should hit home with some students.
 * Summary:**

The book can be tied into the Kentucky Core Curriculum in several different standards. A student could with prompting and support, ask and answer questions about key details in a text (English / Language Arts Standard #1). A student could with prompting and support, retell familiar stories, including key details (English / Language Arts Standard #2). A student could with prompting and support, identify characters, settings, and major events in a story (English / Literature Arts Standard #3). A student could ask and answer questions about unknown words in text (English / Language Arts Standard #4). A student could also with prompting and support, name the author and illustrator of a story and define the role of each in telling the story (English / Language Arts Standard #6).. In addition, a student could 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) (English / Language Arts Standard #7) .In conclusion, the student could actively engage in group reading activities with purpose and understanding (English / Language Arts Standard #10).
 * Curriculum Correlation: **

I like this book due to the issues it addresses and the fact shapes is worked into the content. As far as dislikes, I would again have difficulty showing to more than a couple of students at a time due to the small screen and doubt I would be able to download the Kindle app onto my school computer. Other than that, a great eBook.
 * Likes / Dislikes: **

As far as a promotional activity, I would recommend either bringing up the Kindle app on my computer (which probably wouldn't be able to be installed) or I could show it on my Kindle and it would only be able to be shown to a couple of students at a time.
 * Classroom Activity: **

ASIN: B0079OK3T8 = = = = =Bibliography= Hawksley, G. (2011, February 5). //If You Have A Hat. A Silly Rhyming Children's Picture Book [Kindle Edition]//. Retrieved March 5, 2012, from Amazon We Site: http://www.amazon.com/Silly-Rhyming-Childrens-Picture-ebook/dp/B004MDLXC0/ref=sr_1_1?s=digital-text&ie=UTF8&qid=1332123563&sr=1-1 Williams, M. T. (2012, February 14). //Henrietta Hexagon and the Triangles (Children's Picture Book, A story for kids about adoption, family, and shapes) [Kindle Edition].// Retrieved March 15, 2012, from Amazon Web Site: hhttp://www.amazon.com/Henrietta-Triangles-Childrens-adoption-ebook/dp/B0079OK3T8/ref=sr_1_sc_1?s=digital-text&ie=UTF8&qid=1332124481&sr=1-1-spell