Counting Book: Henry’s 100 Days of Kindergarten. By Nancy Carlson.
Carlson, N. (2005). Henry’s 100 Days of Kindergarten. New York City: Puffin Books.
This emergent text is an extremely great way to teach counting. The book revolves around putting a jellybean into a jar every day of kindergarten, until 100 days have passed, resulting in 100 jellybeans. Throughout the book, months go by, which is also a lesson on the months of the year and what they represent. For example, October is Halloween, November is Thanksgiving, and December has snow. Finally in February, 100 days have passed, which would give the children a general idea on how to count time in terms of months that have passed. Additionally, the book includes the practice of matching numbers to images. For example, 100 paper clips are shown, as well as 100 words, and even 100 marshmallows! Towards the end of the book, when it is time for 100 jellybeans to be split among the 20 students, some counting and even dividing is involved, that explains why each student would get 5 jelly beans each. The pictures and text in the book complement each other well. Though the pictures are large, they do not take away from the words and thus are effective.
Carlson, N. (2005). Henry’s 100 Days of Kindergarten. New York City: Puffin Books.
This emergent text is an extremely great way to teach counting. The book revolves around putting a jellybean into a jar every day of kindergarten, until 100 days have passed, resulting in 100 jellybeans. Throughout the book, months go by, which is also a lesson on the months of the year and what they represent. For example, October is Halloween, November is Thanksgiving, and December has snow. Finally in February, 100 days have passed, which would give the children a general idea on how to count time in terms of months that have passed. Additionally, the book includes the practice of matching numbers to images. For example, 100 paper clips are shown, as well as 100 words, and even 100 marshmallows! Towards the end of the book, when it is time for 100 jellybeans to be split among the 20 students, some counting and even dividing is involved, that explains why each student would get 5 jelly beans each. The pictures and text in the book complement each other well. Though the pictures are large, they do not take away from the words and thus are effective.
ABC Book: Chicka Chicka Boom Boom. By Bill Martin and John Archambault
Martin, B., & Archambault, J. (1989). Chicka chicka ABC. New York: Simon & Schuster
This book is extremely fun, interactive and effective. As the book is opened, the entire alphabet spans across two pages, which is a great preview and preparation for students. The entire book consists of the different letters of the alphabet “racing” up a coconut tree. The letters race in order to demonstrate the correct order of the alphabet in a fun way. Lowercase and uppercase letters are also compared to family members, which is very relatable. Additionally, the words rhyme throughout the story. The climbing of the letters up the tree is personification, which is a wonderful way to engage students, and allow them to use their imagination. Furthermore, the element of repetition is present in this story, with phrases such as, “Up the coconut tree,” and “Chicka chicka boom boom!” Onomatopoeia is also represented in the book through the word “boom” which gives the listeners an idea of the sounds being illustrated. Lastly, the illustrations in this book are simple yet effective, and really focuses on the letters of the alphabet.
Martin, B., & Archambault, J. (1989). Chicka chicka ABC. New York: Simon & Schuster
This book is extremely fun, interactive and effective. As the book is opened, the entire alphabet spans across two pages, which is a great preview and preparation for students. The entire book consists of the different letters of the alphabet “racing” up a coconut tree. The letters race in order to demonstrate the correct order of the alphabet in a fun way. Lowercase and uppercase letters are also compared to family members, which is very relatable. Additionally, the words rhyme throughout the story. The climbing of the letters up the tree is personification, which is a wonderful way to engage students, and allow them to use their imagination. Furthermore, the element of repetition is present in this story, with phrases such as, “Up the coconut tree,” and “Chicka chicka boom boom!” Onomatopoeia is also represented in the book through the word “boom” which gives the listeners an idea of the sounds being illustrated. Lastly, the illustrations in this book are simple yet effective, and really focuses on the letters of the alphabet.
Pattern Book 1: Who said Coo? By Deborah Ruddell.
Ruddell, D., & Luebs, R. (2010). Who said coo? New York: Beach Lane Books.
This book is one full of repetition. It is about Lulu, a pig that is trying to sleep. However, she is being kept up by different animal noises, whether it may be a “coo”, a “whoo” or a “moo,” which also indicates the presence of onomatopoeia. The line “Everything was cozy and quiet, just the way she liked it, until somebody somewhere said..” is repeated throughout the entire story. Additionally, there is a rhyming pattern. These elements make the story predictable enough for readers to guess what is going to happen next, and thus makes it very fun and interactive. The illustrations present are quite soft and faded, and efficiently fit into the theme of the story, without taking away from the words.
Ruddell, D., & Luebs, R. (2010). Who said coo? New York: Beach Lane Books.
This book is one full of repetition. It is about Lulu, a pig that is trying to sleep. However, she is being kept up by different animal noises, whether it may be a “coo”, a “whoo” or a “moo,” which also indicates the presence of onomatopoeia. The line “Everything was cozy and quiet, just the way she liked it, until somebody somewhere said..” is repeated throughout the entire story. Additionally, there is a rhyming pattern. These elements make the story predictable enough for readers to guess what is going to happen next, and thus makes it very fun and interactive. The illustrations present are quite soft and faded, and efficiently fit into the theme of the story, without taking away from the words.
Pattern Book 2: “Slowly, Slowly, Slowly,” said the Sloth. By Eric Carle
Carle, Eric. (2002). “Slowly, Slowly, Slowly,” said the Sloth. New York: Philomel.
This pattern book is all about a slow sloth. The words “Slowly, slowly, slowly,” are on the first three pages of the book. Additionally, this repetition is also an alliteration of the letter “s.” The next two pages repeat the line, “All night long.” Each page is one sentence about a new activity done by the sloth, whether it be eating, or hanging upside down in a tree. The next few pages are various animals asking the sloths questions followed by, “But the sloth didn’t answer.” This is also a great way to practice identifying various animals, especially as the back page of the book are the different animals in the story. Finally, when a jaguar asks the sloth a question, he finally answers with a long, colorful passage filled with a variety of words and synonyms pertaining to his character. This would be effective in teaching children new and even advanced words. Like the other books, the illustrations did not take away from the words, but rather complemented them. The illustrations themselves are also quite repetitive and represent pattern, as it is always the sloth hanging from his tree.
Carle, Eric. (2002). “Slowly, Slowly, Slowly,” said the Sloth. New York: Philomel.
This pattern book is all about a slow sloth. The words “Slowly, slowly, slowly,” are on the first three pages of the book. Additionally, this repetition is also an alliteration of the letter “s.” The next two pages repeat the line, “All night long.” Each page is one sentence about a new activity done by the sloth, whether it be eating, or hanging upside down in a tree. The next few pages are various animals asking the sloths questions followed by, “But the sloth didn’t answer.” This is also a great way to practice identifying various animals, especially as the back page of the book are the different animals in the story. Finally, when a jaguar asks the sloth a question, he finally answers with a long, colorful passage filled with a variety of words and synonyms pertaining to his character. This would be effective in teaching children new and even advanced words. Like the other books, the illustrations did not take away from the words, but rather complemented them. The illustrations themselves are also quite repetitive and represent pattern, as it is always the sloth hanging from his tree.
Reflection:
After discussions in class today, I can identify many factors in my analysis that were mentioned. Factors such as pattern and appropriate and complementing illustrations were ones that were talked about. Additionally, a major element that I mentioned in my analysis was the use of rhyming, which is something that I learned interests emergent readers. These picture books would also be suitable for this age due to the fact that students at this age have a short and active attention span. Perhaps in my analysis, I could have talked more about how each element present in the books is suitable for the students these books are aimed for. Other than that, I believe that I covered the important elements in each picture book.
After discussions in class today, I can identify many factors in my analysis that were mentioned. Factors such as pattern and appropriate and complementing illustrations were ones that were talked about. Additionally, a major element that I mentioned in my analysis was the use of rhyming, which is something that I learned interests emergent readers. These picture books would also be suitable for this age due to the fact that students at this age have a short and active attention span. Perhaps in my analysis, I could have talked more about how each element present in the books is suitable for the students these books are aimed for. Other than that, I believe that I covered the important elements in each picture book.