Where the Wild Things Are. By: Maurice Sendak.
Sendak, M. (1963). Where the wild things are. New York: Harper & Row.
This book talks about a boy who is punished by his mother for making mischief and sent to his room without supper. This young boy's imagination goes wild and his room turns into a forest where a boat appears to take him to where the wild things are. He becomes the king of all wild thing but eventually misses his mother and returns to his ordinary room where supper is waiting for him. The monsters are a symbol of anger and are big and scary. Thus, it is very relatable for young children as they have all been in the situation of getting in trouble. The entire trip taking to the forest can be seen as a metaphor for Max's journey of anger. His becoming king of the wild things symbolizes his overcoming of the rage. Eventually, he realizes that he was lonely and misses his mother, and the rage is over, and so calms down. The book is also a great means of expanding children's' vocabulary while still making it comprehensible for them. The illustrations in this book are very suitable and do not take away from the text. Additionally, they are a way for children to relate to Max through similar feelings they may feel, such as anger. They are great representations of what Max is feeling, with a creative spin on it.
Sendak, M. (1963). Where the wild things are. New York: Harper & Row.
This book talks about a boy who is punished by his mother for making mischief and sent to his room without supper. This young boy's imagination goes wild and his room turns into a forest where a boat appears to take him to where the wild things are. He becomes the king of all wild thing but eventually misses his mother and returns to his ordinary room where supper is waiting for him. The monsters are a symbol of anger and are big and scary. Thus, it is very relatable for young children as they have all been in the situation of getting in trouble. The entire trip taking to the forest can be seen as a metaphor for Max's journey of anger. His becoming king of the wild things symbolizes his overcoming of the rage. Eventually, he realizes that he was lonely and misses his mother, and the rage is over, and so calms down. The book is also a great means of expanding children's' vocabulary while still making it comprehensible for them. The illustrations in this book are very suitable and do not take away from the text. Additionally, they are a way for children to relate to Max through similar feelings they may feel, such as anger. They are great representations of what Max is feeling, with a creative spin on it.
The Very Hungry Caterpillar. By: Eric Carle
Carle, E. (1987). The very hungry caterpillar ([Rev.]. ed.). New York: Philomel Books.
This book describes the birth of a caterpillar, who is very hungry. Each successive day, he eats one more food item than he did the day before. However, he still does not get full. Eventually, he eats too much food and gets a stomach ache. The next day, he eats a green leaf that causes him to grow, and he feels much better. He then forms a cocoon and turns into a butterfly. This book has various elements that make it a great choice in the classroom. Firstly, the overall story gives a lesson on the life cycle of a caterpillar turning into a butterfly (metamorphosis). Therefore, there is a very educational aspect to it. Secondly, the counting of fruits is a great way to practice counting for emergent learners and is also practice for naming of different food items. There is also repetition throughout the story which makes it predictable and easier to follow along for emergent readers. The illustrations in this text are simple, appropriate and informative. The author is able to show the process of metamorphosis through the illustrations effectively. The writing style is also simple and straightforward, ensuring that the readers follow.
If I Ran the Zoo. By: Dr. Seuss
Seuss, D. (1950). If I ran the zoo. New York: Random House.
This book is from the viewpoint of a little boy who ponders on what he would do if he ran the zoo he was observing. He talks about wanting new animals in the zoo, as the animals there are too mundane. He imagines having exotic and interesting animals such as a ten feet lion or a "fluffy bird called Bustard or a family of Joats!" What stands out to me most in this book is the rhyming scheme. It is simple and clever and establishes a pattern, making it more engaging and easier to follow along. It also follows a sequence that adds to the pattern aspect. The writing style is a mixture of simple vocabulary as well as fun new diction, making it very entertaining. The illustrations in this text are bright, colorful and goes with the fun theme portrayed. They are all the different animals that McGrew could possibly imagine. The illustrations also seem to get more colorful and filled as McGrew's imagination starts to run wild. The illustrations also help learners practice the names of colors as well as color recognition. I would say this is an effective picture book due to the fact that even without the text, a story could be told with only the pictures present.
Seuss, D. (1950). If I ran the zoo. New York: Random House.
This book is from the viewpoint of a little boy who ponders on what he would do if he ran the zoo he was observing. He talks about wanting new animals in the zoo, as the animals there are too mundane. He imagines having exotic and interesting animals such as a ten feet lion or a "fluffy bird called Bustard or a family of Joats!" What stands out to me most in this book is the rhyming scheme. It is simple and clever and establishes a pattern, making it more engaging and easier to follow along. It also follows a sequence that adds to the pattern aspect. The writing style is a mixture of simple vocabulary as well as fun new diction, making it very entertaining. The illustrations in this text are bright, colorful and goes with the fun theme portrayed. They are all the different animals that McGrew could possibly imagine. The illustrations also seem to get more colorful and filled as McGrew's imagination starts to run wild. The illustrations also help learners practice the names of colors as well as color recognition. I would say this is an effective picture book due to the fact that even without the text, a story could be told with only the pictures present.
Green Eggs and Ham. By: Dr Seuss
Seuss, D. (2001). Green Eggs and Ham. New York: Random House Books for Young Readers.
This book describes Sam, who constantly tries to get his friend to try green eggs and ham. He tries a plethora of ways, with different locations and different methods, but his friend simply refuses. Eventually, the friend gives in as he wants to be left alone and he eats the green eggs and ham. It turns out that he loves the dish, and finishes the entire thing! Like most Dr.Seuss books, the rhyming pattern is what stands out the most, along with the repetition. This aids with the flow of words and makes it more interesting for young readers, and is sort of a memory game. This flow almost creates a sort of melody, making the book more appealing. The text and illustrations in this book help with object recognition for young readers. The illustrations in this book are also notable due to their bright and funny characteristics. Additionally, the illustrations effectively suit the setting. For example, when Sam tries to make his friend eat green eggs and ham in the dark, the colors in the illustrations become dark and grey rather than bright. There are also elements such as diagonal lines showing movement, and differences in shape size to show depth.
Seuss, D. (2001). Green Eggs and Ham. New York: Random House Books for Young Readers.
This book describes Sam, who constantly tries to get his friend to try green eggs and ham. He tries a plethora of ways, with different locations and different methods, but his friend simply refuses. Eventually, the friend gives in as he wants to be left alone and he eats the green eggs and ham. It turns out that he loves the dish, and finishes the entire thing! Like most Dr.Seuss books, the rhyming pattern is what stands out the most, along with the repetition. This aids with the flow of words and makes it more interesting for young readers, and is sort of a memory game. This flow almost creates a sort of melody, making the book more appealing. The text and illustrations in this book help with object recognition for young readers. The illustrations in this book are also notable due to their bright and funny characteristics. Additionally, the illustrations effectively suit the setting. For example, when Sam tries to make his friend eat green eggs and ham in the dark, the colors in the illustrations become dark and grey rather than bright. There are also elements such as diagonal lines showing movement, and differences in shape size to show depth.
Thank you, Mr. Falker. By: Patricia Polacco
Polacco, P. (1998). Thank you, Mr. Falker. New York: Philomel Books.
This book describes the struggles of a student who has trouble reading. She is the only one in her class who cannot read. Of course, this is embarrassing and frustrating to her. Thankfully, her teacher, Mr.Falker helps her out. I think that the greatest thing about this book is how relatable it may be for some students. Those who suffer from dyslexia or other reading problems may be able to understand the emotions felt by the character in this book, and thus it is a means of encouragement and hope. The illustrations present in the book help to effectively convey the emotions felt by Trisha. There is a theme of perseverance, and generosity expressed by Mr Falker.
Polacco, P. (1998). Thank you, Mr. Falker. New York: Philomel Books.
This book describes the struggles of a student who has trouble reading. She is the only one in her class who cannot read. Of course, this is embarrassing and frustrating to her. Thankfully, her teacher, Mr.Falker helps her out. I think that the greatest thing about this book is how relatable it may be for some students. Those who suffer from dyslexia or other reading problems may be able to understand the emotions felt by the character in this book, and thus it is a means of encouragement and hope. The illustrations present in the book help to effectively convey the emotions felt by Trisha. There is a theme of perseverance, and generosity expressed by Mr Falker.
We Belong Together. By Todd Parr
Parr, T. (2007). We belong together: A book about adoption and families. New York: Little, Brown and Co.
This book talks about a family brought together through adoption and why they belong together. The phrase, "We belong together," is repeated on every page, creating a predictable pattern. This would aid in engaging the readers and help them to follow along. The book teaches a very important lesson and emphasizes values such as sharing, compassion, and love.The text in this story is very kid friendly, and though this is a serious topic, it is portrayed in a light and appropriate way. It is a great way to teach students that there are all types of families, and none should be looked down upon.Additionally, the characters represented come in all shapes, sizes, and colors, encouraging the theme of diversity and acceptance. The illustrations go along with this and are very bright and innocent. They added to the story, gave additional information and spoke for themselves. The illustrations were also very cohesive and complemented the page without distracting from the text. The large spacing throughout the book also makes it easier for emergent readers to follow.
Parr, T. (2007). We belong together: A book about adoption and families. New York: Little, Brown and Co.
This book talks about a family brought together through adoption and why they belong together. The phrase, "We belong together," is repeated on every page, creating a predictable pattern. This would aid in engaging the readers and help them to follow along. The book teaches a very important lesson and emphasizes values such as sharing, compassion, and love.The text in this story is very kid friendly, and though this is a serious topic, it is portrayed in a light and appropriate way. It is a great way to teach students that there are all types of families, and none should be looked down upon.Additionally, the characters represented come in all shapes, sizes, and colors, encouraging the theme of diversity and acceptance. The illustrations go along with this and are very bright and innocent. They added to the story, gave additional information and spoke for themselves. The illustrations were also very cohesive and complemented the page without distracting from the text. The large spacing throughout the book also makes it easier for emergent readers to follow.
Song and Dance Man. By: Karen Ackerman
Ackerman, K., & Gammell, S. (2003). Song and dance man. New York: Knopf Books for Young Readers.
This book describes the story of three children following their grandfather up into the attic. Here, he begins to show them his past, when sitting in front of the television all day was not what occurred.He pulls out of old bowler hat, gold-tipped cane ,and his tap shoes. He then demonstrates to his grandchildren what it was like to be a song and dance man, as they watch in fascination. The theme of this story is that you are only as old as you feel. The illustrations are color pencil renderings. They are very soft and gentle and complement the nostalgic tone that is portrayed in this story. The illustrations seem to almost dance right off of the page, which goes with the theme of the story. The light and gentle colors chosen for the illustrations also go well. Lastly, the story teaches an important lesson to readers about the importance of family and loved ones.
Ackerman, K., & Gammell, S. (2003). Song and dance man. New York: Knopf Books for Young Readers.
This book describes the story of three children following their grandfather up into the attic. Here, he begins to show them his past, when sitting in front of the television all day was not what occurred.He pulls out of old bowler hat, gold-tipped cane ,and his tap shoes. He then demonstrates to his grandchildren what it was like to be a song and dance man, as they watch in fascination. The theme of this story is that you are only as old as you feel. The illustrations are color pencil renderings. They are very soft and gentle and complement the nostalgic tone that is portrayed in this story. The illustrations seem to almost dance right off of the page, which goes with the theme of the story. The light and gentle colors chosen for the illustrations also go well. Lastly, the story teaches an important lesson to readers about the importance of family and loved ones.
Ruby's Wish. By: Shirin Yim Bridges
Bridges, S., & Blackall, S. (2002). Ruby's wish. San Francisco: Chronicle Books.
This book focuses on Ruby, a little girl in China. In this culture, most girls get married, while the boys go on to attend University. Ruby was feisty, and often insisted on wearing red even when she was told to wear more traditional clothing. Ruby is determined to break this pattern and attend university herself. She strives for more and is rewarded by her family for her hard work and courage. She gets a letter of admission and is the first woman to attend this university. The illustrations in this book are extremely detailed and almost speak for themselves. They are softly colored, gouache and Asian-inspired, and are a perfect complement to this story. The major advantage to this book is the major cultural diversity awareness it brings to the table. This is a great way to expose young students to different cultures, and see how different their lives may be to others living across the world. Furthermore, it is an inspirational book to students to help that realize that each of them can make a difference if they work hard enough. There is also interesting vocabulary presented that students may be unaware of such as, "bamboo, porcelain, calligraphy and terrapins." This is a great way to teach them new words.
Bridges, S., & Blackall, S. (2002). Ruby's wish. San Francisco: Chronicle Books.
This book focuses on Ruby, a little girl in China. In this culture, most girls get married, while the boys go on to attend University. Ruby was feisty, and often insisted on wearing red even when she was told to wear more traditional clothing. Ruby is determined to break this pattern and attend university herself. She strives for more and is rewarded by her family for her hard work and courage. She gets a letter of admission and is the first woman to attend this university. The illustrations in this book are extremely detailed and almost speak for themselves. They are softly colored, gouache and Asian-inspired, and are a perfect complement to this story. The major advantage to this book is the major cultural diversity awareness it brings to the table. This is a great way to expose young students to different cultures, and see how different their lives may be to others living across the world. Furthermore, it is an inspirational book to students to help that realize that each of them can make a difference if they work hard enough. There is also interesting vocabulary presented that students may be unaware of such as, "bamboo, porcelain, calligraphy and terrapins." This is a great way to teach them new words.
Reflection : After discussing this in class today, and going over different literary analyses, I have realized that there are certain details that I would have never even thought to pay attention to. For example, observing the cover, credits page, and barcode is something I should definitely do next time. Molly Bang was a great focus in class today, and she emphasizes the analysis of illustrations. She talked about details that I could not have thought to include in my analysis, but would definitely make for a richer one in the future! After talking to my peers, I felt as if most felt the same as me, and that I covered the same elements as they had. Overall, I believe I covered the important elements in each story.