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KAREN SERRANO

Beginning picture book

TITLE: First shapes

AUTHOR: Usborne

COPYRIGHT: 2012

SUMMARY:

Look and Say First Shapes is a beginners picture book that contains shapes with a
few words that names and describes the given shape. It is a colourful introduction
encouraging children to spot shapes in their own environments. This book
contains basic shapes that a child can start off such as squares, circles, triangles,
rectangles, and stars.

REFLECTION:

First Shapes is perfect for young children who are just starting to read.

This book contains about the five basic shapes such as squares, circles, triangles,

rectangles and stars, which introduce children to encourage them to spot different

shapes in their own environment.

With the illustration of the shapes comes with the name and an example of

objects that is related to the given shapes which Kiefer (2011) suggests that first

book for young children are frequently identification books or naming books with

simple narrative lines that allow the child to point to one picture after another(p.

143).

It is a tabbed board pages enabling young children to find the shapes quickly and

easily with the strong durability of the book it is perfect for young children.
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REALISTIC ILLUSTRATIONS- PICTURE BOOK

TTITLE: Ivy Loves to Give

AUTHOR: Freya Blackwood

COPYRIGHT: 2009

SUMMARY:

Ivy loves to give is about a little girl that loves to give gifts, even though she

doesnt always give the right present to the right person. She gives effort on

giving random things to her love ones.

REFLECTION:

The realistic illustrations of the book Ivy loves to give make young readers to be

interested in the book. The author/ illustrator used pencil and paintbrush to create

and illustrate.

This book has less words and more on illustrations which is suitable for young

readers that makes it easy for them to understand the story through pictures.

According to Kiefer (2011) the words of the picture books are as important as the

illustrations as they help young children to develop imagination(p. 157).

A realistic illustration helps young readers visualize the characters and reflects

upon based on real life and to increase childrens ability to recognize the real

world.

This book explores the essence of generosity, which is a charming book about the

joys of giving and of receiving. It has a moral lesson about being generous to

people around you without expecting something in return. This encourages and

teaches young children the right values. Russel (2009) considers that realistic art
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portrays the world with faithful attention to lifelike detail, which is particularly

suited to illustrate realistic stories with serious content or themes.

POETRY TEXT

TTITLE: The Usborne Book of Poems for Young Children

AUTHOR: Philip Hawthorn

COPYRIGHT: 2009

SUMMARY:

The Usborne book of poems for young children is a book of collection of best
poems for children written by different authors. All poems are chosen to show
children how inspiring and magical poems are, making it the perfect introduction
to the world of poetry. Philip Hawthorn put it all in together, where it helps young
readers to be introduced with the value of poetry. It is inspired by nature that
inspires every child.

REFLECTION:

This book has a collection of poems that contains rhymes, rhythm and sound that

makes it easier for children to read because they mostly enjoy poetry that

contains humour, or poems that are translated into poems that they are familiar

with, familiar experiences and animals. Clark (2001) advises that poetry is

considered to be a way of looking at and feeling about things and one of the

evidences of existence imagination(p. 129). That is why this book of poems is

perfect for young children as all the listed poems are short, easy to read and say,

the illustrations in the book are perfectly matched with the poem and it introduces
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the beauty of nature to young children. Jacobs and Tunnell (2004) explains that

beautifully illustrated poems present the parts of speech, which helps young

readers appreciate poetry in an early age by their love for nursery rhymes, jingles

and childhood songs (p. 165).

REPETITION- PICTURE BOOK

TTITLE: Itchy Itch Itch

AUTHOR: Mara Bergman

COPYRIGHT: 2012

SUMMARY:

Itchy Itch Itch is about a Buffalo with an itch that no one can scratch and no other
animal could help him scratch his back until this little bird comes along and
surprisingly though not only does little bird do the job perfectly she now has
Buffalo as a friend for life.

REFLECTION:

There is a repetitive text within this book, with a constant itchy itch itch line of

the buffalo.

When the buffalo started to itch he asked every single animal that he encounters

and he always say to them that his back has itchy itch itch but no one could

help him but this little bird that comes along surprisingly.

According to KBYUeleven (2010) the more something is repeated, the more likely

children are to remember it(p.6). Sipe (1998) also suggested that a repetition
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combined with rhyme and rhythm is a powerful tool for developing language skills.

Where repetitious reading promotes the love of books and the enjoyment of

reading(p. 99).

This book also has simple text and illustrations that make it easy for the children

to read and spot on the words that they have to concentrate on therefore their

understanding of the rhyming of words that is being repeated will be highlighted

and can help them pronounce words clearly.

MULTICULTURAL PICTURE BOOK

TITLE: Goldilocks and the Three Bears

AUTHOR: Kate Clynes

COPYRIGHT: 2009

SUMMARY:
Like any other story of the Goldilocks and the three bears, this book is a bilingual
book that is also translated into Turkish and other different languages wonderfully
retold by Kate Clynes in a unique style, an irresistible addition to any folktale
collection.

REFLECTION:

Goldilocks and the three bears is a popular story for children as it is popular in

every part of the world that is why it is good that this book is translated into
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different languages to help children with a non-speaking background understand

the story line.

The use of a multicultural text enhances communication with children in variety of

languages, it supports childrens home language and connect with their family.

This also helps the children increase their awareness of diverse cultures and world

languages. This book helps make learning fun for young children and yet by

understanding the awareness of the diverse cultures of the world.

Multicultural books represent individuals and or ethnic groups and give a

complete insight into the workings of a different community(Globalkidsoz,

2014, para. 4)

It also allows immigrant communities to retain their cultural distinctness while

integrating into English language. Prior to Mendoza (2005) multicultural

childrens literature can serve as a mirror as a child may see his or her own life

reflected in a book and extend childrens awareness to the significant groups in

their community and the wilder world (p. 169)

REALISTIC FICTION

TTITLE: Go Jojo Go!

AUTHOR: Tessa Bickford

COPYRIGHT: 2012

SUMMARY:

Jojo is a baby penguin that just cant wait to go to sea, and first she must learn

how to swim. This delightful picture book for children ready to explore their world
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features photographs of the Gentoo penguins on Macquire Island, halfway

between Australia and the Antarctic.

REFLECTION:

This book is based on real life situations and in this case it is the penguin going

through a physical transformation to maturity as a penguin which explains

children that reads this book helps them understands the life cycle of a penguin.

Go Jojo Go also features pictures or images that was taken on the actual place

that penguin lives, it has real life images that children can actually see what is

happening without the illusions of images portraying realistic fiction picture books

to introduce young children into this kind of genre where they can based it on real

life situations. Cullinan (2001) considers that the possibility exists when the

events or similar events could have taken place and fictional characters react to a

situation in the same manner real people might react (p.172). What I like about

this book is that it has facts and trivias about penguins that makes it more

interesting to young children because they learn and have fun at the same time.

FANTASY

TITLE: The Foggy Foggy Forest

AUTHOR: Nick Sharratt

COPYRIGHT: 2009

SUMMARY:
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What can this be in the foggy foggy forest? Flipping the page reveals a colour

drawing on the other side of the darkened shapes: an elf sitting on a mushroom, a

fairyqueen, Cinderella and snow white. The effect of is a palpable sense of the fog

lifting and moving gradually with each step into a fairy tale forest.

REFLECTION:

The pages of the book is made out of plastic and opaquely translucent page which

this was inventively designed picture book that presents the question, what can

this be in the foggy, fogy forest? In every time you flip the pages reveals a colour

drawing on the other side of the darkened shapes. It introduces an elf sitting on a

mushroom, a fairy queen jumping on a trampoline, Cinderella and Snow White

romping about water pistols. Cullinan and Galda (2002) explain that a fantasy

book is an imaginative literature distinguished by Characters, place and events

that could not happen in real world (p. 184). Whats interesting about this book is

the cumulative effect of each almost- transparent page, through which you can

see the vague outlines of the next several pages, it shows the effect of the

palpable sense of the fog lifting and moving gradually with each step into a

fairytale forest. This just shows that the way this book was constructed enhances

childrens imagination through fantasy by introducing every imaginary character.

Fantasy seems to provide an alternate universe(Kurkjian, Livingston, & Young,

2006, p. 492)

TRANSITIONAL NOVEL

TTITLE: Geronimo Stilton: Thea Stilton and the Mountain of fire

AUTHOR: Elisabetta Dami


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COPYRIGHT: 2009

SUMMARY:
Geronimo Stilton is a transitional novel- picture book that has different stories in

every series of the book but has the same characters. The Stilton and the

mountain of fire is about Geronimos sister Thea narrates this fabulous adventure

thats packed with action, mystery and friendship.

REFLECTION:

Many transitional books are series books whose characters, style and likely story

progression is familiar (Backes, 2014, para.8). The Collection of the Geronimo

Stilton Series is a transitional picture book which has a fewer pictures than the

normal picture books although it has a lot of words and there are less and shorter

chapters. This book is perfect for older children who want to read a picture book

but with more words, this will encourage them to read more as this book series

has over fifty transitional books that will encourage the children to keep wanting

for more. Since this series has the same characters in every book children can

then get familiarised and wont be in trouble of recalling the names of the

characters. It is the next step genre to get started with in reading.

Children who are just starting to read a next step genre of book such as

this transitional novel will support their development as readers as the

structure of emergent and early readers will be supported when they first

learn how to read (Taberski, 2000, p.293).


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SCIENCE THEMED PICTURE BOOK (NON FICTION)

TTITLE: Python

AUTHOR: Christopher Cheng

COPYRIGHT: 2012

SUMMARY:

The book Python is about a type of snake- python that wonders around the wild.
While the story is being narrated every page it has facts about the snake python,
which makes it interesting for children learning about the Python

REFLECTION:

Children reading a science themed picture book can improve their skills that are

critical for growing as a strong reader and writer. Ford (2004) suggested scientific

literacy includes experiencing an understanding the natural world, using science

in personal and public decision making and living better through science and

knowledge and practice. (p.144)

The core skill in the study of science comes with the skills that they can earn by

reading this book such as predicting, understanding, cause and effect,

understanding sequence, acquiring rich vocabulary, building background

knowledge and developing the ability to read and write informal test are some of

the skills were looking at the literacy in the science series.

What value does it have related to Science?

Reading a science themed picture book is the perfect way for children to build

their literacy skills while learning science content. Besides the exciting and

inviting story of this book Python it has some contents of facts and trivias about

this reptile species. It has a combination of informative facts with lyrical,


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mesmerizing narrative and with expressive illustrations that this book can

captivate anyone who is fascinated by this creature; python.

BIG READ ALOUD

TTITLE: The very hungry caterpillar

AUTHOR: Aleksei Bitskoff

COPYRIGHT: 2013

SUMMARY:

This book is about a very hungry caterpillar that emerges from an egg and spends

an entire week eating on all different kinds of foods. At the end of the week hes a

very full caterpillar with a bellyache. He builds up his own cocoon where he sleeps

for two weeks. At the end of the second week, he emerges as a beautiful butterfly.

REFLECTION:

The reason I chose this book to read aloud in front of a group of children is

because of its comprehensive learning opportunities; from days of the week, to

counting, to metamorphosis of a butterfly as well as the colours and the types of

foods. The construction and storyline of this book is also easy to understand for

small children or children that are just starting to read.

The interesting part about this book is the beautifully, adorable and colourful

illustrations that help engage the children. Studydog (2012) states that Pictures

have the ability to capture a childs imagination, it helps them to focus their

attention on graphics and illustrations and the meaning behind the text often

takes on a deeper meaning (para.3).


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BIG READ ALOUD REFLECTION

The big read aloud went really well, I read the The very hungry caterpillar to a
group of preschoolers aged 5-6 years old. The children were listening to me very
well even though they are already familiar with the story. They were very well
behaved and interested in the story. As I was reading the book I attempted to
include them by asking them to count the fruits with me and I was surprised that
all of them were participating and counting with me at the same time. Some
children would stop me and point out on some details that caught their attention.
The illustrations of the book were very well detailed that the children can indicate
the given object easily. The book selection I was told by one of the librarians
where I borrowed the book, The very hungry Caterpillar is a popular book for
young children where there is less words and well illustrated pictures. The
children were amazed about the ending of the book where the caterpillar
transformed to a beautiful butterfly.
Before I read the book I asked them if they are ready to listen or if they are all
quiet. These always catch their attention that makes them behave and listen to
me. As might be expected, not all children are always quiet and just there to
listen to you, there is always going to be someone who is always talking and
would try interrupt you while you read. This is one of the challenges that I faced
while reading the book in front of the children. Though one of them was always
intruding I just gently asked that child to listen and tell me what he wants to say
after I read the book and the child understood it straight away.
After I read the book in front of the children, I asked them if they have any
questions but none of them did. One of the children suggested if I could read
them another book. Good thing I brought two books with me just in case. As soon
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as I finished reading the book they wanted me to read another that I got a book
from their bookshelf. I noticed that the children are very engaged in reading
books, which is a really good start. Since it was the first time the children saw me
they were very welcoming and nice towards me. They were eager to listen to the
books I read. They wanted me to keep on reading a book, which I found it really
fun and because saw that the children enjoyed listening to me. The techniques I
have used are the basic techniques such using different voices to act out different
characters in the book, getting the children involved by letting them count, letting
them identify the given objects and identifying the colour (McGee & Schickedanz,
2007). After I did the big read aloud I stayed a bit to assist the children. They
wanted me to teach them on how to draw a butterfly because of what they have
seen in the book. I was really happy to do this, sitting on little chairs and drawing
on the little table with the children listening to me and observing and copying on
what I draw. This was a really good experience.

REFERENCES:
Backes, L. (2014, Febuary 6). Understanding Childrens books genre. Retrieved
from
http://writeforkids.org/2014/02/understanding-childrens-book-genres/

Clark, L. (2001). Childrens Literature in Education.:Poetry and children. Kluwer


Academic Publishers, 9(3),127-135. doi: 10.1007/BF01142922

Cullinan, B.E. and Person, D.G. (2001). The Continuum encyclopedia of children's
literature. New York,
NY: Continuum.

Ford, Danielle J. (2004) Scaffolding Preservice Teachers' Evaluation of Children's


Science Literature:
Attention to Science-Focused Genres and Use (2) 133-153.
10.1023/B:JSTE.0000044868.38737.88

GlobalKidsoz. (2014). Multicultural Children's Book. Retrieved may 5, 2014, from


http://www.globalkidsoz.com.au/multicultural_books.php

Jacobs, J., & Tunnel, M. (2004). Childrens Literature, Briefly: Poetry. Person
Education Inc.
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KBYUeleven. (2010). Learning through the early years: The benefits of Repetition
and Variation. [Pdf].
Retrieved from
http://www.kbyutv.org/kidsandfamily/readytolearn/file.axd?
file=2011%2F3%2F10+Learning+Through+the+Early+Years.pdf

Keifer, B. (2009). Charlotte Hucks Childrens Literature. Boston: McGraw Hill.

Kurkjian, C., Livingston, Nancy., & Young, T. (2006). Worlds of fantasy. Academic
One File , 59(5), 492.
Retrieved from http://go.galegroup.com.ezproxy2.acu.edu.au/ps/i.do?
action=interpret&id=GALE
%7CA142569207&v=2.1&u=acuni&it=r&p=AONE&sw=w&authCount=1.

Mendoza, J. P. (2005). Examining Multicultural Picture Books for the Early


Childhood Classroom:
Possibilities and Pitfalls. early childhood research and practice , 3(2), 5.
Retrieved from http://www.cdrcp.com/pdf/AntiBiasExamining
%20Multicultural%20Picture%20Books%20for%20the%20Early
%20Childhood%20Classroom.pdf.

McGee, Lea M., & Schickedanz, Judith A. (2007). Repeated interactive read-alouds
in preschool and
kindergarten. The Reading Teacher. 60(8), 742-751.

Russel, D. L. (2009). Literature for young children. Retrieved from


http://www2.nkfust.edu.tw/~emchen/CLit/picturebook_styles.htm

Sipe, Lawrence R. (1998) How Picture Books Work: A Semiotically Framed Theory
of Text-Picture
Relationship. (2) 97-108. 10.1023/A:1022459009182

Studydog(2012). How children books can help children read better. Message
posted to
http://www.studydog.com/parents/blog/index.php/how-picture-books-can-
help-children-read-better/
Taberski, S. 2000. On Solid Ground: Strategies for Teaching Reading K-
3. Portsmouth, NH: Heinemann.

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