Concept Books 2

Garland, M. How Many Mice? Dutton Juvenile (2007) New York.  A division of Penguin Young Readers Group.

           

ISBN-10: 0525478337

ISBN-13: 978-0525478331

This is by far one of the best number books I have read. The story starts off with ten, their adventure being described about getting food, go home, and eat it. It has a few bumps on the way but at the end, the ten mice are still together and happily enjoyed the food that they collected as a team.

I would use this book for 3-5 years olds because it is an understanding way for children to learn numbers. Different methods can be used to tell this story which makes is simple to work with. It is a happy story with a happy ending, which always makes children feel good! As well, the characters and props in the book would be familiar to children.

The illustrations are made in a way that children can follow along while the story is being read. The illustrations are a mixture of happiness, sadness, horror, and relief. A positive outcome works its way through to the end. Children would enjoy these illustrations because of the variety of colors and textures. They are large enough so that while children are listening, they can contribute by counting in their head or out loud as a group when the educator stops. I was drawn to them because of how cute they are. Really! Everything looks so real and magical.

Provocations:

§  Magnetic board: the board can be empty with two buckets that are filled; one with mice and one with numbers. The mice can match the numbers. For example, the number three in one bucket, and three mice in another laminated together. Children can engage with each other and help each other figure out what goes together.

Present in 3 ways:

§  Felt board- felt pictures with mice, cherries, crows, tomatoes, corn, fish, acorns, fox, carrots, and owl. The entire right amount that is in the book. While the story is being read, either the educator or children can pick the felt out of a box and place it on the board going along with the story.

§  Go on an environment treasure hunt- all of the elements of the story can be hidden except the mice. Ten children can be the mice and will then rotate so all of the children have an opportunity to find the pieces of the story!

§  Pausing in pages of the book, there are questions that connect with the pictures and sentences. Each page can be a pause and a question can be asked. Children can have a chance to observe, connect, and respond to the question with guidance from the illustrations.

Extensions:

§  Children can draw what they imagine their own mice to look like. Then their versions of the mice can be replaced with the ones in the book. As a group, they can create a story with the new mice and as a result children can learn the concept of the different development such as shape, size, and color.

§  Create a rhyme or dance to the story. Then children can be the mice each time they say the dance to the rhyme. They can be any type of mice. This can encourage children with their imagination and the development of cognition with others.

§  With the children’s previous design of the mice, masks can be created. They can be acted out in which are incorporated to the story. The educator can be the sidekick if the child pleases. Children will understand that everyone is different, even mice.

Concept Books 2

Lawler, J; Jay, A. If Kisses Were Colors. China (2003) Jacket Art.

            ISBN-10: 0803726171

If Kisses were colors is about how precious affection is in many ways; through family, friends and environment. This book is smooth and calm and portrays just enough affection for the children to understand. The pictures are delightful as well as the soft tone of colors and textures being used. The book goes in a slow motion which is very relaxing.

I would share this book with 3-5 year olds because it teaches them the importance of affection. A good example is when you associate with others and how they make you feel. Also, the flow of the story can help the children ease down and assist them when it is nap time.

The illustrations are designed perfectly for this story because; at the end everyone comes together. The illustrations are playful, calming and very accurate. The mood evokes calmness and relaxation for children and educators. Children would enjoy them because there are might be some pictures that children have not seen before and therefore many questions would be asked. Also, the size and color of the pictures evoke the purpose of the story.

Provocations:

§  Children can discuss what makes them happy and if they enjoy being kissed and hugged by their family.

Present the book in 3 ways:

§  While reading the story, there can be a pause and children can be asked “If Kisses Were…” and let them think about it and respond. They feel that they are being included in the story as well as their opinion being open and aware of.

§  Felt board- Create the answers to If Kisses Were Colors. The answers would be in felt provided by the educator. In order for the felt to go on the board, children can sit beside the teacher and offer to come up or the teacher can pause and do it herself.

§  An assortment of colors. As the book is being read, the colors are layed out and children can choose which color matches. Such as “With Flashes of Fire” could be orange, black, yellow…

Extensions:

§  Children can add on to the story through their drawings of how it made them feel. They can draw and use any materials they want. This can be added to a scrapbook that each child has of the time they are in that class.

§  Children can draw a large rainbow together. Underneath they can say, design or write the one person that always makes them happy, laugh, and smile. They can have more than one if there is. When this frames on the rainbow, it can be in the child’s favorite color which represents their individuality. The educator can have felts, pencil crayons, crayons or paint with a variety of colors for the children.

§  Children can have their own kisses portrayed on a large sheet of paper. Their favorite color can be put on their lips by using washable pain and they will kiss the paper. All of the different colors, shapes, and sizes will astound children. This can bring children together while understanding that each person will always have someone around them forever.

Concept Books 2

Cronin, D; Lewin B. Click, Clack Quackity-Quack. New York (2005) Books for Young Readers Simon & Schuster.

ISBN-10: 0689877153

ISBN-13: 978-0689877155

Click, Clack, Quackity-Quack, what a tongue twister! This book is an alphabetical animal adventure. It describes all of the animals that are on a farm, which children may or may not know. An example, Animals awake Beneath blue blankets Clickety-Clack. Duck cannot wait to share all of his friends with everybody, but he is doing it in a secretive way by going through the alphabet in order for us as the readers to find out.

This book is appropriate for the ages of 3-5 because of the colors and pictures which bring about to children’s attention. Children learn the alphabet and animals in a fun way as well as rhyming along so it is easier for them to remember.

The illustrations are made for this appropriate age because just by observing the picture they might know what the animal is without listening to the story. A humorous mood is evoked as the story uses the noises of the animals in which children can find funny and play along with. I was drawn to them because they are big, colorful and go along with the words of the story.

Provocations:

§  Show a few pictures of the animals that are in the book. The pictures can be photocopied then placed on a poster board, or the educator can put it in front of their face and make the animal’s noise.

§  Children can draw what they think an animal looks like from an example the teacher gives.

Present the book in 3 ways:

§  Felt story- pieces needed would be the animals, barn, blankets, worms, and pieces of food, rain, umbrellas, watermelons, and the X spot. These pieces can be made or purchased.

§  Story Basket- small versions of the animals such as puppets. They can be sorted in a picnic basket and the children can decide which animals go together and which don’t. These can be found at a dollar store or made by hand.

§  Rhyme- the educator can come up with a rhyme that will be understanding and memorable for the children. As well, laminated photos can be part of the story telling so children have a visual understanding as well. The photos can be posted on a poster board in the order they go in the book.

“I wonder why the Kittens are licking” (p7)

“I wonder what the mice are munching on” (p8)

“I wonder how the mice are hiding” (p11)

“I wonder how you make a zzzz noise” (p20)

Extensions:

§  During circle time, a reminder alphabet song can be sung in different versions in a way that children will enjoy and want to sing repeatedly.

§  Children can draw a picture of their own animal. They can make it unique by the way they design it, the colors and textures they use.

§  An animal unit learning about each animal group at a time. Children can use the pictures they created to assist them with understanding the animal unit.

Concept Books 2

Martin, B (1989). Chicka Chicka Boom Boom. New York: Aladdin Paperbacks

ISBN # 978-0-689-83568-1

Chicka Chicka Boom Boom is a catchy rhyming story that teaches children the alphabet.  It begins with ‘a’ telling ‘b’ and ‘c’ that they will meet at the top of the coconut tree.  The whole alphabet follows until the tree gets so heavy that they all fall out.  Their parents and family members come to help them and take them home, which seems to be the end of the story but it isn’t.  Later that night ‘a’ challenges the other letters saying that he will beat the up the coconut tree.

At the ages of 3-5, children are either just starting to learn the alphabet or trying to remember the order.  This book has a lot of repetition and after hearing the first few lines the children will begin to catch on. 

I really like the illustrations because they so simple yet you know exactly what is happening.  The only pictures on all the pages are of the coconut tree and the letters but the colors used really grabbed my attention.  Also the images are so big that the children will be able to clearly see what is happening. 

Before reading the story I would do some activities revolving around the alphabet.  I would ask the children if they could sing the alphabet or if they knew what letters were in their names.  To get the children interested I would set out some games or activities that had letters involved.  Like some puzzles or building blocks that the children need to manipulate to find the correct order they go in to.

3 ways:

-Ask the children to help with the reading.  When I get to a letter I would stop and point at it and ask the children if they knew what letter it was.

-I would present it on a felt board and have the children help bring up the letters.  Before I read the story I would give each child a felt letter that he/she could bring up and add to the board.  When the child hears their letter in the story, I would be their turn to help out.

-Get the children to act out what each letter is doing or the sounds it is making in the story

3 Extensions

-  Have the class make their own alphabet tree.  Have some children draw the letters and color them and have others make the coconut tree and all the coconuts.  Then they can put it up in their classroom and can use this as a way to practice the alphabet.

-  Lay out letter cut outs on a table or felt board and get the children to close their eyes.  Take a letter away and then ask the children to open their eyes.  Ask the children if they know which letter is missing.

-  Make our own individual trees using celery as the tree trunk, peanut butter or cheese whiz inside and some alphabets cereal as the letters climbing the tree and some raisins as the coconuts

Wells, R. (2006). Max’s ABC. London: Penguin Books Ltd.

ISBN: 0-670-06074-7

This book is about learning the alphabet as well as some words that start with the letters.  Max has ants that escape from their ant farm and go after his birthday cake.  Trying to get rid of them he pours cranberry juice down his pants. 

I chose this book because it is a fun way to learn the alphabet.  With most alphabet books the letter is on a page and then there are pictures of objects that start with the letter.  What is different about this is that there is a continuous story line. 

The illustrations are drawn and colored with dull colors, not super bright and don’t catch your eye.  Each letter is clearly placed on each page and in a good size so children can see.  What caught my attention with this book is that I recognized the characters right away from a children’s show called “Max and Ruby” and I know that most children will also notice this as well.

If I was going to be reading this story at circle, I would ask the children to go find a toy or an object that they wanted to bring to circle with them and ask them if they knew what letter it started with.  Then as I was reading the story I would incorporate their item.

3 Ways

-  Choose some children to help act out. 

-  Use props that start with each letter.  That way the children can see a real object and might get a better idea of what that letter really is or what sound it makes 

-       Have cut out felt images each starting with a different letter 

I would chunk the book after every page or every other page and ask the children if they knew any other words that started with that letter

3 Extensions:

-  The children can take a page and make a coloring page.  The could choose any letter they want and draw it for themselves and then color, paint or decorate it how they would like to.

-  Talk about why the ants are so interested in Max’s birthday cake.  This discussion can lead to going outside and finding ants and watching to see what they eat.

-  Sing “The Ants Go Marching”

Sayre, A.P, Sayre J. (2003) One Is a Snail Ten Is a Crab.  Massachusetts: Candlewick Press

ISBN: 0-7636-1406-8

This is a counting by feet book.  By using familiar animals/ insects the author compares the number of feet that each has and also bring in some math when putting two different living things together.  For example “9 is a spider and a snail.”

This book would be great with 3-5’s because the characters used are ones they should know or have an idea of what they are.  Also the pictures are not to busy so you can see everything that is going on

All the illustrations were done in oil paint on the paper.  The colors are not too bright but not boring either.  What caught my eye was the contrast between most of the colors.

I would put different stuffed animals or plastic toys out that had various numbers of legs.  Ask the children if they know of any creatures that have 6 legs or 8 legs ect. 

3 Ways:

-  Using a felt board.  Have all the main characters made/bought in felt and put them up when you say them in the book

-  Make masks so the children can pretend to be the characters

-  Stop and wonder with the children about what other animals have a certain number of legs

3 Extensions:

-  Ask the children to count their fingers and toes and see how many they have as a whole class

-  Go on a walk and see what animals you can find and count their legs

           

-  Five little monkeys jumping 

on the bed

One fell off and bumped 

his head

Mama called the doctor and 

the doctor Said,

"No more monkeys 

jumping on the bed!"

Four little monkeys jumping  
on the bed, three little monkeys jumping on the bed, (and so on).

Wordless Picture Books

Pinkney .J (2009). The lion & the mouse.. Singapore: Hachette book group

ISBN 978-0-316-01356-7

The story is wonderful tail of what you do to others can be done to you. The lions saves the mouse in the begining, by one not letting the owl take the mouse and two not keeping the mouse when he captured her.The mouse makes it safely back to her large family, but the lion on the other hand cats caught in a net set by a hunter and is roaring for help. Amd who hears him, mouse and she comes and rescues the lion and both are free and safe and get to go back to their families.
This book is really good for 3-5 year old children because  it has good concepts that i think the children will grow to understand through exploration of the book . The children will be able to see if they help others that most likely others will help them back.

Provocations
1. Having the picture on the wall of the front cover and the back cover so children can get comfortable with the illustratuions and what will happen in the book. Even if the children pay little attention to the pictures they will still be able to connect it together when the story is read to them.
2.Have lion and mouse stuffies and toys spred throughout the room for the child to play and explore the concepts of the animals.

Three possible ways to present the story.
1. Tell the story throught puppets.
2.Get the children to give both the lion and the mouse a voice througout the book while we explore the story.
3. Use a felt board or a magnetic board to tell the story so teh children can have another visual story and a chance to make the story their own.

Three possible extensions
1.The story looks like it is set in an  african setting so the class can look at african animals like lions,zebras and elephants and make up their own safari.
2.The children can put on a play about the story and we can get them an audience of other children or even parents to see what thier children are learning. The children could have complete control of how the play changes and how the children interprete what the story means to them.
3. The children can make their own stories about animals or what they are passionate about and, then the teachers can laminate them and make them so all the children and parents have a chance to read the stories. When the other children rad the stories they can understand a bit about each and every person.

Wordless Picture Books

Fleischman. P & Hawkes.K (2004) Sidewalk Circus. Cambridge.MA. Candlewick press

ISBN 0-7636-1107-7

This story is about a circus that is suposed to be coming to town. And in the begining a young girl is waiting  and while she is waiting there is a circus going on right before her eyes with regular everyday people as the circus performers.At the end of the story when the young girls circus is finished, she leaves and is replaced by a boy, who begins to see a circus of his own.
I think this story is good for 3-5 year old children because the whole story is about imagination and creativity, which young children have an abundence of both. The way the illustrator creates wonder is very well planned and will keep the children interested throughout the story.

Provocations
1. one provocation that can be done with this book is the teacher can take photcopies of the shadows and place them throughout the room, and allow the children to explore the shadows to gain a better understanding.
2. The teacher can place admit one tickets around the room for the children to find and keep and when the time comes for the story the teacher can collect them and admit them into the circus.

Three ways to present the story.
1. Read the stroy and allow wonder on each page by asking them what they see or if they have ever been to a circus and what they enjoyed about it.
2.Make a magnetic board with people doing circus acts, like the local people in the book.
3. Have the children act out the story and become the circus performers themselves.

Three possible extensions
1. Taking the children on a field trrip to a circus to see if the book is similar to the actuall thing or if it is differnt then the book.Or we can have a circus of our own and let the children run their circus.
2.Since the book uses alot of shadows a good extension would be to explore shadows, by having the children trace each others shadows and even to create shadow creatures with their hands on the wall.
3. Another possible extension that could be done is  take the children on a walk to see if there are any circus performers on our streets or if its just in the book. The children would then therefore be able to make connections from the book and what they see.

Social skills 2

Helen Oxenbury, (August 1, 1994). It’s my birthday. Candlewick

ISBN 9780763649708

This sweetie and warm story is about a boy who is going to make a cake on his birthday party. However, he doesn’t have enough materials. Then, his friend chicken brings some eggs to him, bear brings some flour, cat brings some butter and milk, pig brings a pinch of salt, dog brings some sugar, and the monkey gets some cherries. Finally, they make and eat the cake together.

This is a great story to show sharing, and do the work together.

Presentations:

1. Ask one child to hold a birthday party, and more children to pretend as animals to bring different kinds of food.
2. Make a finger play, and have the boy on one side and each of animals on the other hand. Talk to each other when they meet.
3. Make boy puppet and play with the felt board, attach the animals on the feltboard when they come.  

Provocations:

A feltboard with blank is great. Then attach the eggs, flour, butter and milk etc. on it as me go alone.  

Extentions: 

1. Hold a simulative birthday party, and try to inviting friends.
2. Sing birthday song together.
3. Learn to make simple cake together. 

Social skills 2

Jack & Michael Foreman, (June 10, 2008). Say Hello. Candlewick.

ISBN 978-0-763-63657-9

A poor dog was left out, and tried to find someone to play with him. When he saw a group of boys playing football, he asked to join in them. After that, a lonely boy was coming and he also was left out. When he felt sad and asked himself why he is the lonely one, the dog came and asked him to join the fun. Finally, they played the football together. 

This story is good for children afraid to say “hello”, and making new friends. 

Provocations:

1. Put a dog toy in the middle of the class, and play game together first. Then ask the dog to join the fun.
2. One teacher plays game with children, another teacher pretends as a lonely person who wants join the game.

Presentations:

1. Chunking the book – stop and pause at places in the book and ask children what they would do when they be left out.
2. Make boy puppet, and a dog and group of members on the feltboard.
3. Ask children act out the story, one be the lonely boy to try to say “hello” and others are the group playing together.

Extentions:

1. Take the children to play at the playground, and ask child to join in big group.
2. The children can Share the story about the time when they feel lonely. 
3. Sing a “Hello” song or do the fingerplay together. 
4. Ask children try to play with the classmate who they don’t familiar before.

Social skills 2

Nancy Carlson, (December 29, 2003). How about a hug? Puffin

ISBN 0-670-03506-8

This book describe the different situation of hugs: the morning hug when get up for school on a cold morning, a-okay hug for scrapes on knees and with band-aids and suckers, a glad to see you hug for someone you haven’t seen in a long time, a sorry hug for getting in a fight with best friend, and an anytime, anywhere hug for happy time and sad time.

This book makes children feel good all over; even they meet trouble and remember any time is the right time for hug.

Provocations:

Have a sign around the child centre that reads (did you give a hug to anyone today?) when children come in the morning. And ask them to give a hug to their relatives. 

Presentations: 

1. Give a felt board story which is easy to understand.
2. Give different situations, and ask children to act different parts as me go alone. 
3. Chunking the book- ask them when have same situation what they would do.

Extentions:

1. The children can share the story about their hugs.
2. Children can give a warm hug each other. 
3. Tell what kind of hugs they want to.

Social skills 2

Numeroff, L. (2009). What Sisters Do Best. San Francisco, Ca: Chronicle Books LLC.

ISBN#:9780811865456

“what Sisters Do Best and What Brothers Do Best” by Laura Numeroff is truly a book about the love of a brother, and the love of a sister. It talks about key points of why we love brothers and sisters so much. It’s because of the things they teach us and show us as younger siblings, and just because you’re not as big as them doesn’t mean you don’t have a great advantage too. You get to have a bigger sibling that show’s and teaches you neat things.  

I would read this book to three to five-year olds because of the importance of the bond between siblings. I think it’s crucial for young children to see that their bigger siblings are there to teach and show them new things, and that it can be a great experience and a great advantage to have an older brother or sister.  

Illustrations by Lynn Munsinger are just beautiful. The colors are worm and comforting which fits perfectly with the story. It adds great detail and love to the story. I think the medium used is watercolors and it makes the pictures very interesting to look at. 

For provocations I would have the books on the table and display them around the room so that children can take a peek at them.I would also have have pictures around the room of siblings doing things together that make the children think and wonder.

I would then ask the children to come and listen to a story. I would read the book and stop at certain places to talk about brothers and sisters, if any of the children had something to add we would all listen to their story, because this story I am most positive will spark some memories of their experiences with their siblings. 

For extensions I would have them bring in pictures of their brothers and/or sisters or if they don’t have siblings I would allow friends or family to substitute this.  We would then make a picture book of what our brother’s and/ or sister’s do best. We would sing songs about siblings, and maybe even make them a card of what we love about them.