Alyssa Dekany Language to Literacy 2/17/11

Sayre, April. 2003. One is a Snail Ten is a Crab. Cambridge, Massachusetts: Candlewick Press. Summary: For every limb an animal has, it is given that number. A snail is 1, a human is 2, a dog is 4, a crab is 10, etc. Every increment of 10 is given a page in the book, and is made with different animals. For example, 40= crabs or 10 dogs. Artwork: Colorful animals with a beach background Mathematical devices: Counting, adding, and multiplying Curriculum Tie-in: • Classify objects and count the number of objects in categories. • • • Count to 100 by ones and by tens. Understand addition as putting together and adding to Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

Huneck, Stephen. (2008). Sally Gets a Job. New York: Abrahms Books for Young Readers

Summary: While Sally’s family is not home, she thinks about all of the different jobs she could get to keep her occupied. After thinking of many different jobs she could have, she remembers that she already has the best job; taking care of her family.

Artwork: Every page has a picture of the dog Sally in front of the scene of whatever job she’s thinking about. The Art is colorful and simplistic.

Literary Devices: First person, Irony, Personification, Allegory

Curriculum Tie-in: Social Science – Life lesson. Students learn different about different occupations they could possibly be interested in having when they grow up.

Willems, Mo. (2006) Don’t Let the Pigeon Stay Up Late! New York: Hyperion Book for Children

Summary: The pigeon’s father asks the reader to please not let the pigeon stay up late. Then, the pigeon goes on to say that he’s not tired and he’s in the mood for a hot dog party. He then tries to convince the reader different reasons why he should stay up. Throughout the book, the pigeon starts to get tired and yawns, but immediately afterward claims to not be tired. Eventually, the pigeon falls asleep and dreams about hot dogs.

Art: The pigeon with a speech bubble, with different color backgrounds

Literary devices: Personification, Foreshadowing

Curriculum Tie-in: Social science – Life lesson – Children like to stall and stay up late, even when they really are tired

Newman, Leslie. (2010). Miss Tutu’s Star. New York: Abrham’s Books Summary: Selena joined ballet because she loved to dance. At first, she wasn’t very good at ballet, but her teacher always encouraged her. Miss Tutu told her that what mattered most was that she was dancing with heart. After two years, it was time for Selena’s first performance and she was very nervous. Miss Tutu told her to relax and the world would love her dance. The audience loved her and screamed “bravo”. Literary devices: Rhyme, Metaphor Curriculum Tie-in: Social Science – Practice makes perfect, Motivation gives children the confidence to do better

Zion, Gene. (1956) Harry the Dirty Dog. USA: Harpers Collins Publishers. Summary: Harry was a white dog with black spots. He hated getting a bath, and ran away one day when he heard the bath water running. He got very dirty while he was out playing, until he looked like a black dog with white spots. When his family saw him, they didn’t recognize him and though he was a different dog. He tried very hard to show him that he was Harry by doing tricks, but that didn’t work. He found a scrubbing brush and jumped into the bath tub. His family gave him a bath and once he was clean, they noticed it was him! He was so happy to be home and he was equally happy that his family finally recognized him again.

Literary Devices: Foreshadowing

Curriculum Tie-In: Social Science – Even though you may not like doing something, sometimes they need to be done. Things that aren’t fun can be good for you.

Cameron, C.C. (2003). One For Me, One For You. Connecticut: Roring Book Press. Summary: The little elephant and the little alligator are eating cookies. There were 4 cookies, and they we trying to decide how to split them. The elephant wanted to take three cookies, and only give one to the alligator, but the alligator said it wasn’t fair! Each decided to take two cookies. Next they decide to play with toy cars. There were 3. Because the cars belong to the elephant, he thinks it’s fair that he gets two cars and the alligator gets one. But the alligator wants to get two because he’s the guest. The mom says playtime is over. But then the elephant decides that the mom can have a car too and then it’s even! Artwork: Colorful animals with a swirly yellow background Literary Devices: Rhyme Curriculum Tie-In: Social Science – Children need to share

Brown, Margaret (1949). The Important Book. USA: Harper Collins Publishers Summary: The book lists many objects, such as a spoon, a bee, rain and many other things. The books ends by telling the reader that the most important thing about them is that they are themselves. Art: Simple portraits if the important items Literary Devices: Repetition Curriculum Tie-In: Social Science - Teaches children that things are important for many different reasons and that the most important thing about being you is that you are yourself.

Willems, Mo. (2004) Knuffle Bunny. New York: Hyperion Books for Children. Summary: Trixie, a young girl who couldn’t yet speak, went on errands with her father. On the way home, Trixie realizes that she lost her stuffed animal, Knuffle Bunny. When she couldn’t find him, she tried to tell her dad, but he couldn’t understand her. After making a fuss, her dad finally took her home. When Trixie’s mom opened the door, she noticed that Knuffle Bunny was gone. Trixie and her parents re-traced their steps and found the stuffed animal in the washer at the Laundromat. When Trixie saw the stuffed animal, she screamed “Knuffle Bunny!” which were the first words she ever spoke. Artwork: Black and white photographs with colored cartoon characters Literary Devices: Onomatopoeia Curriculum Tie-In: Language and first learning to speak

Choldenko, Gennifer. (2007). Louder, Lili. New York: Penguin Young Readers Group Summary: Lili was very quiet and had a hard time speaking up. When the teacher took attendance, she was so quiet that she got marked absent. During recess, she stayed in side with the class guinea pig, Lois. When it came time to get partners for a class project, a girl named Cassidy asked Lili to be her partner. Cassidy took all the credit for Lili’s work. After that, Cassidy said that Lili was her best friend and they always spent time together, even though Cassidy wasn’t very nice. Lili was too shy to stand up for herself. One day one the class had a substitute teacher, Cassidy decided to cut Lois’ hair. Lili told her not to do it or she’d tell the teacher. Then, Cassidy wants to put glue in Lois’ water. Lili screams “DON’T DO THAT!” and Cassidy listens. Everyone could hear Lili scream. After that, Lili was no longer afraid to speak up, and the next time it came to picking partners, she asked a nice girl named Rita to work with her instead. Artwork: Detailed, colorful pictures of kids at school Literary Devices: Dialogue Curriculum Tie-In: Social Science – Children need to stand up for themselves and speak up when something isn’t right

Grave, Keith. (2010) Chicken Big. California: Chronicle Books. Summary: On a tiny farm, a humungous chick was hatched. The other chickens thought he was too big to actually be a chicken, and they kicked him out of the coop. The flock constantly guesses what kind of animal the big chick actually was; an elephant, a squirrel, an umbrella and may other silly things. After the big chick helps all of the other chickens and saves their eggs from a sneaky fox, the flock realizes that the big chick is a chicken after all. They let him move back into the coop, even though he still doesn’t fit and there isn’t any room for the rest of them. Artwork: Colored pencils Curriculum Tie-In: Social science - Just because someone looks different, it doesn’t mean that they are weird and that you can’t be their friend. Everyone is different and should be accepted for who they are.

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