Non Fiction 2

I Drive A Garbage Truck

                                     
                           Written by: Sarah Bridges  Illustrated by: Derrick Alderman and Denise Shea

What is this book about?

This book is about what garbage men do to keep our neighbour hoods clean and how they go about doing that.

Why would I use this book for 3-5 year olds?

At ages 3-5, children (boys mostly) are fascinated by big machines, and big trucks. I have noticed that when on walks with young children and a garbage truck drives by, they always stop and stare as it goes by using its mechanical arms to pick up garbage cans.

Illustrations:

The illustrations in this book are simple drawings, however they are drawn so big and bright it captures your whole attention when turning the pages.

Provoking interest:

1) Simply taking a walk and by chance seeing a garbage truck drive by, this usually gets the children excited, so arrives back in the classroom, or center, opening up a book about garbage trucks may keep their enthusiasm about the walk earlier, and seeing the garbage truck.

2) This story could be read during Earth Week, when there is lots of talk about how to keep the environment clean and healthy, this story would open up a whole new idea to the children about how the environment stays clean.

2 ways to present this story:

1) Asking the children if what is said about garbage collectors on each page, reminds them of any other workers . ( ex. When it says they have a route, and visit many houses a day, this could remind them of a paper boy, or the orange vests could remind them of construction workers)

2) Throughout the book, there a few words that children may not know, bringing in an object or picture of what exactly that word is, would create a better understanding of what garbage collectors do

Extensions:

1) Bring the children outside to clean up some garbage just like the garbage trucks, and the people driving the garbage trucks did. \

2) Continue with the “I Drive A…” Series:

I drive an ambulance

I drive a bulldozer

I drive a dump truck

I drive a semi-truck

I drive a snowplough

3) Go to a garbage or recycling station, (carney’s) and let them show the children how things work.


Works Cited

Bridges, S. (2005). I drive a garbage truck. Minneapolis: Picture window books.

ISBN: 1-4048-0615-6

Non fiction 2

                                                                        Move

                                                     By: Steve Jenkins and Robin Page

What is this book about?

Move is a book about the variety of ways different animals get around, whether it’s walking, slithering, swimming or climbing, this book describes all the different ways animals move.

Why would I use this book for 3-5 year olds?

At ages 3-5, children are curious about creatures around them, and they begin to notice that not all animals move the same way, so this book is a great introduction to the different movements used every day.

Illustrations:

The illustrations in this book are great. Plenty of detail was put into creating these pictures. It looks like the artist used different materials to create each animal, showing the variety of textures and detail each animal has. That is specifically what attracted me to these drawings, the fact that the artist picked up on the fact that all animals look different and have a different texture, so he incorporated that into his artwork.

Provoking interest:

1) Printing off all the words of the different types of movement (walk, run, climb, swim etc.) in big font and pasting them up all around the room to get children wondering what the words all over the classroom could be about.

2) Putting music on and observing how the children move to the music, asking the children how they move to a certain type of music, etc.

3) Displaying pictures of all different types of animals in the book around the classroom.

2 ways to present this story:

1) Each child could be given an animal to play, and when it comes to that animal, they can act out the movement that their given animal does.

2) The use of puppets in this particular story would be nice, considering you can find a puppet, (or at least a stuffed animal to turn into a puppet) of all of these animals. Using puppets to act out the motion would be an entertaining alternative to simply reading the story.

Extensions:

1) Having a movement demonstration of how the children move would be entertaining, and also gives the children to move around in creative energetic ways.

2) Developing an animal study, not just on how they move but all about particular animals in the book.

3) A trip to the zoo (if there is one nearby) would help to carry on the topic of animals.

4) Going outside to play and letting the children discover different ways they can move outside on the playground


Works Cited

Jenkins, S. (2006). Move. Boston,Massachusetts: Houghton Mifflin Company.

ISBN: 978-0618-64637-1

Non Fiction 2

Firefighters!

                                                           Written by: Patricia Hubbell

                                                          Illustrated by: Vivian Garofolio

What is this book about?

Firefighters! is a short story book about the lives of firemen at work, the many sounds that are involved with riding in a fire truck, and putting out the fire. It describes to the little readers, what firefighters do, and how they help people.

Why would I use this book for 3-5 year olds?

This book is appropriate and useful for children aged 3-5 because to children, firefighters are everyday heroes. So this book allows children to explore what the lives of firefighters is all about.

Illustrations:

The illustrations in this book grabbed my attention because they are big and bright. The drawings are simple yet give little details such as lines to show a car is moving, and simple expressions in the cartoons faces.

Provoking interest:

1) Getting a collection of toy fire trucks together and putting them on display/ for children to play with

2) If this was in an elementary school, where there are annual fire safety assemblies, I could read the book to the children after attending the assembly.

3) Talk about fire fighters, who the children think firefighters are and what they do.


3 ways to present this story:

1) Because throughout the book there are various sounds, I could get an instrument/ noise maker to create those specific sounds each time they are read throughout the book. I think this would bring the book to life for the young children instead of simply listening to the words, they can actually hear the sounds.

2) The events that happen in the story, are based on what firefighters do in real life, so I could also bring in real pictures that represent each drawn picture in the book. Ex ( pg 16. The firefighters in the book are drawn saving people from the burning house, I could bring in a real picture of firemen saving people from a burning house.)

3) The use of a felt board would work nicely to demonstrate what is written in the book.

Extensions:

1) Instead of a provocation, I could use the annual fire safety assembly as an extension, because after having real firemen in the school, the children will more than likely be very excited about seeing them, so reading a book about firefighters will keep their curiosities and excitement going.

2) Taking a trip to the fire station to see real live fire trucks up close, and seeing what a real fire station is like would be a great extension to provide more detail and excitement into the lives of firemen and what they do.

3) After reading the story, the children could draw pictures of what they think firemen do.

4) As an art activity, children could make their own fire helmets.

Works Cited


Hubbell, P. (2007). Firefighters! new york: marshall cavendish corporation.

ISBN: 978-0-7614-5337-6

Non Fiction 2

Rotner, S. & Woodhull A.L. (2007).   
    Every Season  Connecticut:  Roaring Book 
    Press ISBN 1-59643-136-9

We thought it would be fun to explore the seasons together with preschoolers.  In Canada we experience the 4 seasons, perhaps some of the children are not familiar with the differences of the seasons. We loved the full colour photographs showing children experiencing the various seasons and each season’s distinct flora and fauna. The text is simple and playful and we think children will enjoy sharing their experiences of the seasons. 

Provocation:

(1) Show extremes Winter/Summer  – Have 1 educator come in with their winter gear on, boots, scarves, gloves, heavy coats and toque. 1 educator in summer gear, shorts, flip flops, sunglasses, sunhats, zinc on nose! Each should talk about how much he/she loves their season to the children and why. “I just love winter, I get to wear my favourite red scarf that my Grandmother knitted for me with the matching mittens and I Love to go for long walks in the fresh snow, it squeaks under y boots!” Depending on the season may start a conversation amongst the children of “It’s too cold/hot out to wear those clothes!”  “I love…because…”

(2) Fall/Spring – collect some leaves that are changing colour, chestnuts, also have a budding flower plant at the same table to show new growth representing Spring. May start a conversation amongst the children who are familiar with the seasons that Thanksgiving may be approaching. “My yard has a lot of leaves on the ground we have to rake them up every day!”  

3 ways to present the book:
(1)Show cover like a gift,  read out authors. 2 people wrote the words for this book! And one photographer, who took all the amazing pictures!

Depending on the season read the book at circle time or with a small group after provocation number one. Read “I Love Winter” chapter pause at Snow angel page “I wonder if anyone has ever made a snow angel.” “Hmm, so if its summertime and you are at the beach I wonder if you could you make a sand angel.”  Pause again at “We wear” page.” “To keep my hands warm in the winter snow I wear my …” Read “I Love Summer” chapter pausing at “we taste” page “Mmmm, I love a nice cold glass of lemonade to help cool me down in the  hot summer sun. I wonder what other things would help you stay cool in the summer sun.”

(2)Read the book at circle time or with a small group after provocation number 2. Read “I Love Spring” chapter pause at the flower page, share a personal story “Spring is my favourite time of year. My husband and I decided to be married in Spring because we both loved the smell of spring flowers in the air.”

Pause at the dig and plant page and wonder if any of the children have helped plant a garden or grown any flowers or vegetables from seed?  Sing “Rain is Falling Down.” And the chorus only for “You Are My Sunshine”. 

(3) Basket Book with props at circle time. Have 4 different coloured cloths to represent background of seasons with some simple props for each. Lay out each cloth on the ground in front of you. White for winter sprinkle some paper snow, green for pring lay out a few flowers, yellow for summer a little sand, brown for fall with a few coloured leaves. Have basket with simple props for each season. Talk about the current season, what you love about it. “I love raking a big pile of fall leaves and jumping in!” What do you love about fall? Talk about each cloth and wonder which would represent each season and why, “The white one is for winter it could be snow!” bring out the props one by one and wonder what season we could use them in. Talk about what you love to do in each season. “I love jumping the waves at the beach in the summer!” Leave the basket and prop box out for children to explore. 

3 possible extensions for learning.

(1) Go out for a walk and note the current season, the weather, the temperature, the look of the trees, the sounds and smell. Wonder how it would look in the opposing season. Collect a basket of things from nature to later draw or paint. Collect twigs/sticks for extension 3.  

(2) Depending on the season, bring in and talk about “in season” and “local” produce. Leave items out at drawing table for students to draw or paint. Ask students next time they go shopping to look at items that are “in season” they could bring an item in to class to share as a community snack for next day.

(3) Make a stick/twig book with sticks collected from nature walk. 4 pages for each season, children could then draw something that we have discussed throughout the week.

Non-Fiction 2

                                                                 

 

Maynard, J., & McEwen, K. (1999). I know where my food goes.                 

            Massachusetts: Candlewick Press

            ISBN: 0-7636-0505-0

This book, I Know Where My Food Goes, by Maynard and McEwen (1999) is about a little boy who discusses  with his mother, as she is cooking dinner, how food is processed in his body. It goes into detail the different parts of your digestive system, that help the food go on its way. At one point in the book, Maynard and McEwen relate the characters, in this case the small intestine to the length of a giraffe;I think the children would find this fun and interesting.

 Eating is something that we do everyday; this is one of the main reasons why we chose to read this book to the children. In our opinion, it is important that children know where food goes once it is consumed. The book has comedic illustrations, that are fairly large with bright colours. The colourful illustrations are important for children to really gain the knowledge and experience around the processing of consumed food.

If I was to chunk this book, I would do it on the pages that explain what that particular organ of the digestive system is doing, such as pages 20 and 21. These pages explain the stomach and intestines. I actually read this book to my 3 year old son who looked at the illustrations after I read it to him, he then fell asleep with the book in hand.

Provocations:

I think there are many ways this book can be introduced to the children. A few examples are as follows: 
1.        I would use and overhead projector displaying a page from the book on a large wall. 
2.       Another provocation I would use would be to ask what the children had for lunch, then I would ask them where they think their lunch goes after they eat it.

  
3 ways to present the book: 
1.       I would use a felt board with different parts of the digestive system. I would also have a clump of felt food that I would slowly move down the body as I read the story. 
2.       Another way would to use a power point with pictures of the book reflecting on the wall. I would read the story off the power point to the children, so they can see the story in a larger format. 
3.       Another way I would tell the story is using an actual human digestive system model. I would tell the story while demonstrating the different parts on the model.

  
Extensions for this book: 
1.       Singing the song “ There’s a spider on your  stomach on your stomache”. I would start the spider on the mouth and then gradually go down the body. I would also substitute spider with food. 
2.       Extend the book to looking at different parts of your body. 
3.       I would also put out different types of fruit that all the children enjoy.Then we would reflect on the book and think about what is happening to bodies right now.

Ruurs, M., & Broda, R. (2007) . In my backyard. 
     New york: Tundra Books. 
     ISBN: 978-0-88776-775-3

This book, In My Backyard by Ruurs and Broda (2007), is about an girl who is reflects on  sounds, animals, colours that she see’s in her garden throughout the year. She tells a story about what the bee’s are doing or where the snake is heading. It is a beautiful book with very detailed illustrations. The colours of the book are bright and dark with very intimate settings that the animals in the book are in. The illustrations in the book are not drawings, but are paper sculpture’s done by Ron Broda. In my opinion, I think the children would really enjoy flipping through the pages of this book because they may remember animals and plants that they have seen in their gardens at home.

 If I was to chunk this book I would tag every page because each page has a different animal or insect. When reading the book, I would want to expand a little more on each insect that is read about. In my opinion the mood of the book to me was happy. There were many ways this book can be extended.

Provocations: 

1.       Would use a projection of the different insects in the book on the wall, so they feel larger than life. I think the children would get really excited about that. 
2.       I would bring in stuffed insects. Then I would hide them in various places around the center, therefore the children could look for them before we started the book. 
3.       Another idea would be to bring things from my garden into the classroom and put them around various tables in the classroom.

3 ways of Presenting the book: 

1.       Felt board with different insects and animals. 
2.       Puppets in the shapes of the insects and animals. 
3.       Ask the children to be in character acting out the insects and animals.

Ways to Extend the book: 

1.       Create our own paper sculpture garden or animals. 
2.       Discover more information about the various animals and insects in the book. 
3.       Draw what the children see in their garden. 
   

Wormell, C. (2004). Teeth, tails & tentacles and animal counting book

                Philadelphia: Running Press kids.

                ISBN: 0-7624-2100-2

The book Teeth, Tails & Tentacles – An Animal Counting Book by Wormell (2004) is a book that teaches counting using different parts of an animal. For example, one rhinoceros horn and two eyes. The book has large colourful images of each animal described in the book. It is simple reading and some kids might recognize the numbers in the book if they were to flip through the book themselves. I am not sure if I would chunk this book, but if I had to maybe I would chunk the book at a certain number and ask the children how many animals they could think of that have, for example, 12 feet. Its a very simple book that can also be expanded in many different ways which is what I think the author is trying to do. This book is not just about numbers, but is also about different animals in this world.

Provocations: 
1.       I would use a large stuffed whale in the middle of the room for the children when they come back from break or nap. 
2.       I would also put various numbers and animals around the centre for the children to find.

Ways to present the book:

 1.       I would give the children cards with numbers and animals on them, so as we count         down the numbers we would try to pair the number off with the right animal

2.       I would use clips on power point of the real life animal on the screen and give the children number cards, so every time the animal came up in the book, we would raise the card that belonged to it.

3.       I would also use a magnetic board with magnets of the animals and numbers.

Ways to Extend the book: 
1.       Focus the day on numbers – the class could sings songs about numbers, such as Alice the Camel.
2.       Let the children think outside the box by asking them to think of more animals or things that have 10 hands.
3.       Research different animals around the world.

Non Fiction 2

A House For Hermit Crab

Carle, E. (1987). A house for hermit crab. New York: Simon & Schuster Books For Young Readers.

ISBN 0-88708-056-1

This is one of the classics from Eric Carle. It’s a New Year and Hermit Crab has outgrown his home, the story follows Hermit crab throughout the months of the year as he decorates his plain home with the sea creatures he meets and how along his journey they become his friends. By the end of the year he has outgrown his home again gives his shell to a smaller Hermit Crab who promises to take good care of his new friends. He finds a new shell and is excited about the endless possibilities! Both children and adults love the colourful art work of Eric Carle with its many different textures and the rich, descriptive language. I chose this story as it is one of my children’s favourites. Children can relate their experiences with new homes and friends and share experiences from the beach and the sea creatures they have found. Imagine what sea creatures they might use to embellish their shells if they were Hermit Crab.   

Provocation:

(1) Have a small and large seashell out on the table with a large desk calendar preferably with a beach theme open to January.

(2) Have sea creature books out in the book area and shells and crabs in the water and sand table area. 

3 ways to present the book:
(1) Show the cover image like a gift and tell the title and author.  Making note that the author who wrote the words is also the illustrator and created the pictures too, so he is really creative!

Before reading tell the class that a hermit crab lives on the ocean floor and has a soft spot on his belly so he has to protect that spot by living in a hard seashell.  Read pausing to say “Oh, Hermit Crab needs to find a new shell to cover his belly!” Pause after reading starfish page commenting “How friendly Hermit Crab is giving starfish such a nice compliment!” I wonder if any of you have ever seen a starfish or seastar. Pause at sea urchin page. “Hmmm, I don’t think I’d like to pick up one of those! They look sharp, would that be good protection for Hermit Crab?” Pause after reading November page, “Oh Hermit Crab has to move again, I wonder how he feels.” Pause at ending. “Wow, Hermit Crab wasn’t afraid anymore. I wonder why.” I really liked how Hermit Crab made friends; he said such nice things about all the creatures!”  

(2)Have premade characters enlarged and laminated and retell the story later on that day with a story line, have the children participate and put up the character and if they’re comfortable giving the compliment from Hermit Crab. Oh, it’s starfish next, does anyone remember what Hermit Crab says when he meets starfish? “How handsome you are!” see below for templates http://www.twigglemagazine.com/June-activities/hermit-crab-bookactivity.html#hermit

(3)Go through the calendar from provocation with the children, showing the 12 months and how Hermit Crab outgrew his shell in January at the beginning of the year. Have small stick on characters and go through the story per month. “Do you remember what happened in February? Who did Hermit Crab Meet in March?” Have children stick on the characters to the corresponding month. Show the difference between the small and large shell from provocation so the children telling he started out small here in January and after 11 months he grew so much he needed a new shell. Could measure the children and write down on the calendar on each month tracking how much they grow in the months at school.

3 possible extensions for learning.

(1) Investigate more on the sea creatures in the book, take a field trip to the Vancouver Aquarium or local pet store.

(2) Have the children create stick puppets of their favourite character to later have a parade of creatures. Give out specific compliments using the text much like Hermit Crab and see if any of the students follow along. “How colourful your anemone is!” “How sharp and pointy your urchin looks!”  See below for templates

http://www.twigglemagazine.com/June-activities/hermit-crab-bookactivity.html#hermit

(3) Go to the beach and look for crabs and shells. Children can look for items that they might decorate Hermit Crab’s shell with. Use language from text. Draw some hermit crabs in the sand and have the children decorate the shell with their findings.

Non Fiction 2

I Love Bugs!

Dodd, E. (2010). I love bugs!  
    London: Orchard Books  
    ISBN 978-0-8234-2280-7

"I Love Bugs!" is a large brightly colored picture book ideal for preschoolers. Its rhyming and descriptive language takes the reader and their audience through a discovery of all sorts of bugs. Bugs that crawl, fly, sting, hop and at the end send you screaming. The illustrations are large for reading in a group and the author/illustrator has used bright colours with different textures to apply the paint so that each page seems to jump out at you. We thought children would have fun looking at all the different bugs on each page and making the sounds of the insects that they discover along the way. Our group chose this book for preschoolers as bugs are so fascinating to children and also sometimes frightening. Bugs are found everywhere indoors but preferably outdoors and we thought it would be fun to discover bugs together and familiarize children to the different bugs found in nature.  

Provocation:

(1)Have the “Flight of the Bumblebee” by Yo-yo Ma and Bobby McFerrin playing.

Some children will probably identify the sound of the bumblebee; maybe have some wings out so the children could act being a bumblebee along with the music. Children could be at the painting or drawing areas and be painting the flight of the bumblebee.

(2)Have a bunch of plastic bugs out where real bugs may be in the sand table; in the water table, hide a few around the classroom under tables etc.

That may elicit a conversation about where they might find bugs at home or in the backyard, at the park, under, in, hanging from things.

3 ways to present the book:
(1)Present like a gift, show cover and read title. Hmmm, I think this book is going to be about bugs! Let’s see! Note author and illustrator are the same person! How talented and creative!

Read the book at circle time or with a small group after “Flight of the bumblebee” provocation. Pause at the bumblebee page to elicit the sound of bumblebees from the class, pause again at the sting page to wonder if anyone has had a sting from an insect. This book is short and wouldn’t be necessary to chunk. We could have a discussion about what bugs students like and dislike after reading and why. I wonder why spiders are so scary to us. Share a personal story of an experience with a bee. Sing “Here is a beehive.”

(2)Read the book at circle time or with a small group after the “bug discovery” around classroom. Pause at the beetle page “Oh, Look at that big beetle! He’s got a frown on his face. I wonder why he has a frown. May get a response “because he lives under the rock and the boy disturbed him!” Pause again at the “glide across the ground’ page, “Oh look at all those legs! This bug must be a centipede or a millipede with all of those legs. I wonder where we could find one of those?” Perhaps get a response “under a rock or log!” “Let’s go look for one!” could incorporate song “Shoo fly” and versions of “Itsy bitsy and Great Big spider.”

(3) Movement and participation - Have the children choose a bug from the “discover bugs around the classroom” provocation. Have one yourself, show the class your bug and demonstrate how you think the bug might move or the sound it might make. “I have a big black spider, I think it would creep and crawl on it’s long hairy legs like this.” Go around the class and give each child a turn to move or make a sound like their bug. If having trouble have the class help “I wonder how that bug would move or I wonder what kind of sound that bug would make?” Tell the story orally and have each child hold up their bug when they think it’s their part. “I love springy jumpy leapy bugs.” Should see lots of hands with bugs in the air and buzzing sounds. (could also use musical instruments for different bug sounds).

3 possible extensions for learning.

(1) After presentation number one, have some non-fiction bug books out at the book area for the children to explore on their own or for educators to explore with in small groups. Choose 2 bugs a beetle (ground bug) and a dragonfly (flying bug) enlarge in colour, showing details of wings or legs have at drawing table with some white paper and black pens. In small groups the children could draw the bugs or create their own bug. Use rich descriptive language from the text to describe bugs they are drawing. “Oh, I see your spiky spiny beetle bug.” “I see your flouncy, frilly flutter bug.”

(2)After presentation number two, go outside for a nature walk with a few plastic containers with the lids perforated for air and some magnifying glasses. Go look for bugs, eliciting from children where we might find them. Thinking of our text, where was “the spiky spiny” beetle hiding? Or I wonder where the “slimy crawly creepy bugs” live? We could collect some in the containers and the children could explore them in the field. We would be sure to put them back in their homes. Remembering from the text how angry the spiky beetle looked when disturbed. This would also be fun in the rain to explore the worms!

(3) Field trip to the Ecology Centre in North Vancouver. They have excellent educational programs for preschoolers that cover the insects found in our local area and forests.

(4) If possible the class could invest in a terrarium and some stick bugs. These bugs are very easy to care for and the children and adults find them fascinating. We could then teach caring for the bugs, what do they eat/drink, how we clean the tank, cycle of nature when they reproduce and how long they live for.