Children Book

Emily Shumway

That’s Not My Tractor

Child 340

by Fiona Watt and Rachel Wells

10/19/17

Summary: This is a tactile book that teaches children to associate different words with different textures by using tractors as an example. Children learn to associate varying words like “rough” or “smooth” with a specific texture on each page by having the word read to them while rubbing their fingers across the surface. Bright colors and large pictures are used throughout the book to capture the child’s attention. Type of book: tactile baby board picture book Why use: This book is age appropriate for infant development. Because this is a baby board book, the pages are thick, waterproof, hard, and have rounded edges so they won’t get ruined by rough handling. They are also safe to be handled, so the infant won’t get hurt. The use of bright colors and large pictures promote shared reference between the adult and the infant. Animals in the book also allow for mimicry of animals noises, which familiarizes the child with different pitches and sounds. Gesturing is also promoted by the tactile element of the book. For example, if the infant wants to feel a specific texture, he/she may motion to turn to a particular page. Teaching skills: Verbal mapping is the use of objects and symbols to explain the expectation of something (event, day, etc.) before it happens. To use this teaching skill, I will first open the book and introduce the infant (group) to each page. I will describe each texture we are going to explore, as well as the different colors and objects on the pages. Shared reference is when the infant and the adult share the same stimulus and use eye contact. To employ this, I will point to a specific object and reference its color while using eye contact to draw the infant’s attention to the object. Next, I will drag their fingers across the tactile element as I describe the texture to them, while continuing eye contact. Activity: First, I will go through the book and feel each texture on the page. Once completed, I will start from the beginning of the book again and bring out other objects to reference more textures to associate with more words and objects in the book. I will pull objects out one at a time for a “surprise element.” 1. Cotton ball for lamb = soft

4. Fake mouse for mouse = furry

2. Leaves for trees = crispy 3. Feathers for bird = pokey

5. Rock for rocks = bumpy 6. Gummy worms for worms = slimy

Amazing Animals! By: Publications international, Itd.

Sound: This is an action book for young children that incorporates different animal sound. This book associates a button for each animal in the book. For example, the button with the dog on it will sound like dog. Throughout the book children will learn animal sounds and be exposed to new adjective rhyming words about a certain animal. For example, “The Monkey is so wild and free. Wave to him up in the tree.” Type of book: Action book Why use: This book is age appropriate for toddlers development. This book makes animal noises, has bright colors and captures the child's attention. It provides a hand on experience for toddlers to explore the different sounds of animals. Creates a new descriptive vocabulary like: cuddle, jump, and wave. As well as, exploring rhyming words and colors associated with the animal. Also, children can learn how to pronouns there consonants better. Teaching skills: Phonemic awareness: the awareness of sounds in language that is not connected to words, but just sounds. To teach this skill, I will use the first letter of each animal and emphasize on the sound of that letter. For, example, I will look at the word “puppy” and just say “ppp” and point to the picture of the puppy. Next, Communication loop: rotating the role of speaking and listening between a child and adult. I will show this skill by asking the child what does the cat say, and don’t speak until the child makes a sound. Finally, Scaffolding: building upon what the child already knows, and help them reach a higher level of language. I will apply this skill by introducing rhyming words from the book to help them build new language skills. Activity: I will focus on the color of each animal. First, I as turn to each page in the book and describe the color of the animal. Then, I pause and let the child color their own pictures of that animal that will match the color in the book. I will repeat this same principle for each page. I will have a prep printed animal sheet for the child to color and follow along as I say the colors. This activity will help the child develop fine motor skills and become familiar with the name of colors. Items needed: Crayons, a printout coloring page of the animal in the book.

Emily Shumway Child 240 11/15/17

Is Your Mama a Llama? By: Deborah Guarino

Summary: This is a predictable book for preschool children that provides large pictures and uses descriptive rhyming words about the animals. Throughout the story a young Llama askes the same questions to his friends. The question is very predictable every time: “Is your mama a llama? I ask my friend Dave.” The llama goose through a journey and meet each of his friends and finds out what kind of animal their mom is. The large picture of the animal and the environment reviles what kind of animal it is. Rhyming is throughout the book for example, “Jane politely explained. She grazes on grass and she likes to say Moo!” Type of book: Predictable picture book Why Use: This book is age appropriate for preschool age children. It is easy to turn the pages. It is a paper thin book, so it is easy for children to carry around. Most of all, this book is exciting when the reader reads it in different voices that preschoolers can learn different prosody. Also, the children can relate to this book because they have a mom too. Many new words would be introduced to the children as the book is being read. The large illustration help children understand what a certain animal looks like and what kind of environment they live in. This book prompt the children to ask question, that will lead to a new discover and understanding. Teaching Skill: Many skills will be taught throughout the book. First, Sound play: which is maintaining sounds, words and rhyming. I will use this skill as I emphases on words that rhyme throughout the book. For example, words like “Rohonda responded” or “Clyde replied.” Next, I will use Linguistic scaffolding: building upon what the child already knows, and helping them reach a higher level of language. I can apply this tool as I focus on descriptive words about the animal that will help children learn new words. To explain, children might already know what a cow is, but they might not know that cows “graze on grass.” Children will begin to learn new meanings of words. Finally I will use the skill Phonemic awareness: which is the awareness of sounds in a language, no words, just sounds. I will use this skill as I pause on teach animal and just pronouns the first letter sound of the animal. For example, “bbb” for “Bat” or “sss” or “Swan.” Activity: The activity will be simple. As I read the book, I will pause on each animal and the child will get a chance to act out the animal sound and behavior. For example, when we get to the page that shows a bat, the child will fly around like bat and make bat noises. 

Also, an alternative activity could be pause on the animal and talk about where they live in the world. For example, a cow lives on a farm and a seal live in the ocean.

Emily Shumway Child 340 11/28/17

Moosetache By: Margie Palatini

Summary: Moosetache is a humorous book that is age appropriate for kindergarten children. This book is about a moose that has a problem with a really long “moosetache.” His “moosetache” seems to get in the way with everything. Throughout this story tells about the different ways his “moosetache” causes problems from doing simple tasks. Eventually, he figures out how to live happily with his “moosetache. Each page is full of color and rhyming words and words that are bolded to show more excitement. For example, words like Big, Thumpa, Superb, etc.! Type of Book: Humorous book Why use this book: “Moosetache” is a great book to use for kindergarteners because it is an exciting book and teaches many skills to children. A lot of rhyming takes place on each page, which is good for children to expand their vocabulary. For example, words like “clipped, snipped,” “squeals and squawks.” Also, a lot of alliteration is throughout the book. For example, phrase like, “flip-flop,” “dizzy do,” and “Perfectly perfect.” To continue, many lessons in problem solving is introduced in the story. This teaches children use their brains and try to help Mr. moose how to solve his problems. Skills taught: There are many skills that are taught throughout in this story. Rhyme: Is when words have the same sound pattern and distinctions. Children can learn rhyming through chants, action poems, word games, etc. For example, in the story phrases like, “Fizzy, Tizzy,” “Hair, Pair.” Figurative language: is when we use words in a different way than its original meaning. Children learn to understand what similes and metaphors are. There is a lot of figurative language in “Moosetache.” For example, when Moose says, “His brushes rebelled” and “His scissors simply surrendered.” We can see that this is figurative language because scissors is should not really surrender. Activity: This activity for “Moosesetache” will be exciting and engaging for kindergartener’s. Each kindergartner will be given a fake mustache and long popsicle stick. The children will then glue the mustache on the Popsicle stick by themselves. After everyone has their mustaches on the stick, then we will begin the story. Throughout the story we see the word “ Moosetache,” the children will hold up their mustaches to their faces and repeat the word “Moosetache” when they see it on the page. Also, to make it more engaging, the children will try repeat the simple actions the moose does in the story while holding their mustaches at the same time. For example, the children will try to dance like the moose did with his mustache, or pretend to ski like the moose. Children will learn how hard it is for the moose to do these simple tasks; this will teach children how it feels to be in someone’s shoes. This will help the children remember the story better, so when reading it again they can begin to repeat the story.