linking literature and literacy

8/8/2019 Linking Literature and Literacy

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Linking Literature and

LiteracyShannon Martin

Dr. Sharon McKool

Emergent Literacy: ELD 307

Fall 2009


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Linking Literature and Literacy 2

Brown Bear, Brown Bear, What Do You See?

Martin, B. (1992). Brown bear, brown bear, what do you see?(E.

Carle, Illus.). New York: Henry Holt and Company, LLC. (Original

work published in 1967).

Summary:Children see a variety of animals, each one a different color, and a

teacher looking at them.

Device:

Repetition: Where a specific word, phrase, or structure is repeated

several times, usually in close proximity, to emphasize a particular

idea.

o eBrown bear, brown bear, what do you see? Standard:

3.1.K E-2o Think ahead and make simple predictions about text.

3.1.1C-1

o Identify all consonant sounds in spoken words (including blendssuch as bl, br, and digraphs such as th, wh).

Critical Reflection:

As teacher reads the book to students, she shows them a quick

glimpse at the next page so they can predict what comes next, and

they can begin to read the story with the teacher.After reading the

story together a few times, the studentsd phonemic awarenessincreases, and the teacher can revisit the book for a lesson on

consonant sounds by focusing on the difference sounds of br and b

(brown bear).

Curriculum Tie-in:

o Colors


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o Animals


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One

Otoshi, K. (2008). One. (K. Otoshi, Illus.). California: KO Kids Books.

Award(s): E.B. White Read Aloud Honor

Summary:

Blue is a quiet color. Red is a hot head. Red likes to pick on Blue.

Yellow, Green, Purple, and Orange dond t like what they see, but what

can they do? When no one takes a stand, things get out of hand.

Until One comes along and shows all the colors how to stand up and

count. A number/color book reminding us that it just takes one to

make everyone count.

Device:

Theme: un

erlying truth or meaning that emerges from the text.o eSometimes it just takes One.

Standard:

3.1.K C-1

o Recognize some words by sight.3.1.3 G-6

o Discuss underlying theme or message in interpreting fiction.Critical Reflection:

Teacher can engage students in a discussion about the theme(s) ofthis book: bullying and/or courage. This picture book can also be used

to support phonics development, specifically word identification. The

characters in the story are colors and the author uses print in

coordinating colors for their names. Also, as Red gets bigger and

bigger, the font gets bigger and bolder. These text features would

help children read along with the story.


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Curriculum Tie-in:

o Colorso Counting


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I Aind t Gonna Paint No More!

Beaumont, K. (2005). I aind t gonna paint no more!(D. Carrow, Illus.).

New York: Scholastic.

Summary:After being told not to paint on the walls, ceiling, and floors, a young

boy decides to continue his love of painting by painting himself.

Device:

Internal Rhyme: Two or more wor

s that rhyme within a single

sentence.

o eSo I take some red and I paint my...HEAD! o eAw, what the heck! Gonna paint mya NECK! o eStill, I just can t rest till I paint mya CHEST!

St nd rd:

3.4.K A-3

o Listen to rhymes and songs to begin developing an understandingof letter/sound relationships.


Students can begin to predict which part of his body the little boy

paints next by predicting the body part that rhymes. Through the use

of rhyme, the teacher uses this book to increase phonemic awareness

and phonics skills.

Curriculum Tie-in:

o Punctuation (exclamation point)o Body parts


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Beautiful Blackbird

Bryan, A. (2003). Beautiful blackbird. (A. Bryan, Illus.). New York:

Simon & Schuster.

Award(s):Coretta Scott King Award, Laura Ingalls Wilder Award

Summary:

Adapted from a tale from The Ila-speaking peoples from Northern

Rhodesia (now known as Zambia). The colorful birds of Africa ask

Blackbird, whom they think is the most beautiful of birds, to decorate

them with some of his eblackening brew.

Device:

Aphorism: Short, pointed statement expressing a wise, clever, general

trutha maxim, proverb, adage, epigram, saying, or truism about li

e,sometimes with a new twist.

o eColor on the outside is not whatd s on the inside. Standard:

3.1.4 G-1

o Discuss underlying themes across cultures in various texts.Critical Reflection:

This picture book could be used to engage students in a discussion

about heritage or culture during a social studies unit.

Curriculum Tie-in:

o Toleranceo Differences/Similaritieso Types of Folktale (Pourquoi)


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If I Were A Tree

Hosta, D. (2007). If I were a tree. (D. Hosta, Illus.). Flemington, NJ:

Brown Dog Books.

Summary:This book celebrates the importance of trees in our day-to-day

lives, and encourages thoughtful readers to imagine how it would be to

be a tree. Also included are interesting tree facts, as well as a

diagram that names the basic parts of a tree.

Device:

Repetition: Where a specific word, phrase, or structure is repeated

several times, usually in close proximity, to emphasize a particular

idea.

Standard:

3.1.K E-4

o Listen and respond attentively to literacy texts (e.g., nurseryrhymes) and functional texts (e.g., science books).


Through the beautiful illustrations and the repeated question eWhat

would you beif you werea tree?

thestudents can engagein an

interactiveread-aloud. This could be

ollowed by an activity where

thestudents color a treeand completethesentence: eI

I wereatree, I would ___________________.

Curriculum Tie-in:

o Treeso Seasons


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Mavis & Her Marvelous Mooncakes

Hosta, D. (2006). Mavis & her marvelous mooncakes. (D. Hosta, Illus.).

Flemington, NJ: Brown Dog Books.

Summary:This picture book is a contemporary folktale about lunar phases. Miss

Mavis is mixing up something marvelous just for you! Some people say

that the moon is made of cheese, but Miss Mavis Sugar and her

friends know a sweet, little secreta the moon is m de of CAKE!

eMoonc ke, moonc keis so nice! Now, dond t you wish you hada

slice?

Device:

Internal Rhyme: Two or morewords that rhymewithin asinglesentence.

o eButtercreams and sweet moonbeams, starry sprinkles andtasty twinkles.

Standard:

3.1.2 C-3

o Use appropriate inflection (e.g., dialogue, exclamations,questions).


There are many questions and exclamatory statements in this picture

book. The teacher can read the book and model the use of inflection,

and then lead the class in a discussion about how punctuation and

syntax effect how we read sentences.

Curriculum Tie-in:


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o Phases of the moon


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Strega Nona

dePaola, T. (1975). Strega nona. (T. dePaola, Illus.).New York: Aladdin

Paperbacks.

Award(s): Caldecott Honor

Summary:

When Strega Nona leaves him alone with her magic pasta pot, Big

Anthony is determined to show the townspeople how it works.

Device:

Inference: Drawing reasonable conclusions based upon limited clues

presented.

Standard:

3.1.1 G-5

o Make simple inferences.Critical Reflection:

Through an interactive read-aloud, the teacher can ask students to

predict how the characters feel or what they will do next. Ask what

they would do in the characterds situation?

Possible Lessons:

o Folkloreo Culture


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Velma Gratch & The Way Cool Butterfly

Madison, A. (2007). Velma gratch & the way cool butterfly. (K.

Hawkes, Illus.). New York: Random House.

Summary:

Velma starts first grade in the shadow of her memorable older sisters,

and while her newfound interest in butterflies helps her to stand out,

it also leads to an interesting complication.

Device:

Alliteration: repeated consonant sound occurring at the beginnings of

neighboring words.

o eThe Butterfly Conservatory was surrounded by fancy flowerbeds and bedecked with banners of butterflies.f

o eA gorgeous green comma a;f e A baby brown elfina;f e Abig blue morphoaf

Standard:

3.3.2 C-2

o Recognize and discuss how authors use words to create vividimages.


Based on class discussions of alliteration and how authors choose

words

Curriculum Tie-in:

o Migration


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The Journey: Stories of Migration

Rylant, C. (2006). The journey: Stories of migration. (L. Davis, Illus.).

New York: The Blue Sky Press

Summary:Why do animals migrate? And how do they know where to go? This

book introduces young readers to six fascinating migratory animals:

monarch butterflies, desert locusts, gray whales, American silver eels,

caribou, and Arctic terns.

Device:

Imagery: Language that mentally summons pictures that appeal to the

senses.

o eThe monarchs will settle themselves thickly over the limbs ofthe great California evergreen treesthousands of butterfliesto a treeand the forests will be transformed.

Standard:

3.1.2 H-2

o Read a variety of nonfiction and fiction books and produceevidence of reading.

3.2.2 D-2

o Generate ideas and write on topics in forms appropriate toscience, social studies, or other subject areas.


After reading the book as a class, the students can be placed in six

groups, each writing about and illustrating a different creature from

the book.

Possible Lessons:


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o Life ScienceMigration (in conjunction with Velma Gratch & TheWay Cool Butterfly


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The Boy on Fairfield Street: How Ted Geisel Grew

Up to Become Dr. Seuss

Krull, K. (2004). The boy on Fairfield Street: How Ted Geisel grew up

to become Dr. Seuss. (S. Johnson & L. Fancher, Illus.).New York:Random House.

Summary:

This is a picture book biography of Ted Geiselds first 22 years. He

later became known as Dr Seuss. The biography is written especially

for young fans andincludes an outline of his achievements as an adult.

Device:

Point-of-view: Perspective from which the story is seen andtold.

Standard:3.1.3 H-3

o Read a variety of nonfiction and fiction books and produceevidence of understanding.


The teacher can use this book to illustrate how a biography can read

just like a great story. Biographies discuss conflicts and successes in

a real personds life. The teacher can readthis book in conjunction

with

26 Fairmont Avenue in order to compare andcontrast autobiographiesandbiographies.

Curriculum Tie-in:

o Combine with Dr. Seuss bookso Biographies vs. Autobiographies


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26 Fairmount Avenue

dePaola, T. (1999). 26 Fairmount Avenue. (T. dePaola, Illus.).New York:

Puffin Books.

Award(s): Newbery Honor Book, American Library Association NotableBooks for Children, 2000

Summary:

An autobiographical chapter book written by famous picture book

author TomiedePaola about his childhood. Many things happen the year

Tomieds family builds their new house There is the hurricane of

1938, which blows down trees andturns the new dirt roadto mud.

Then thereds Tomieds first day of school, andhis hilarious reaction

to the movie Snow White.

Device:

Point-of-View: Perspective from which the story is seen andtold.

Standard:

3.1.3 G-9

o Recognize first-person eIf point ofview.Critical Reflection:

Teacher can useTomiedePaolads autobiography to explain first-

person narrative. This book couldbereadin conjunction with TheBoy

on FairfieldStreet in order to compareandcontrast autobiographies

andbiographies.

Curriculum Tie-in:

o Familyo New house/moving


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Flat Stanley

Brown, J. (1964). Flat Stanley. (S. Nash, Illus.). New York:

HarperCollins.

Summary:When Stanley Lambchop wakes up one morning, his brother, Arthur, is

yelling. A bulletin board fell on Stanley in the night, and now he is only

half an inch thick! Amazing things begin happening to him. Stanley

gets rolled up, mailed, and flown like a kite. He even gets to help

catch to dangerous art thieves. He may be flat, but heds a hero!

Device:

Onomatopoeia: Soundwords that reflect meaning by imitating the

soundehiss,fewhoosh,f or edong.f

o Cr-eee-eee-k (Chapter 4)o Pop! Pop! (Chapter 5)o Whooshing (Chapter 5)

Standard:

3.1.4 G-10

o Identify some literary devices in stories.Critical Reflection:

The teacher can explain what literary devices are, highlighting

onomatopoeia. Before beginning the story, the teacher could ask thestudents to keep track e how many times they here the author use

onomatopoeia during the story. After reading the book, the discussion

could center around why the author added this technique to the story

and discuss ideas for adding this technique in the studentsd writing.

Curriculum Tie-in:


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o Mail/Postal Serviceo Literary Devices


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The Random House Book of Poetry for Children

Prelutsky, J. (1983). The Random House book of poetry for children.

(A. Lobel, Illus.). New York: Random House.

Summary:

Anthology of over 500 poems arranged in 14 thematic sections.

Device:

Internal Rhyme: Two or more words rhyme within a line of text.

o First SnowSnow makes whiteness where it falls.

The bushes look like popcorn-balls.

And places where I always play.

Look like somewhere else today.

--Marie Louise Allen

Standard:

3.4.K A-3

o Listen to rhymes and songs to begin developing an understandingof letter/sound relationships.


The teacher can incorporate poetry from this book throughout the

school year by relating it to different topics: seasonal, holidays,

family, animals, dinosaurs, and emotions. Through poetry, studentsdevelop phonemic awareness, the alphabetic principle, and fluency.

Curriculum Tie-in:

o Alliterationo Imagery


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o Rhythm and Rhyme


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Kids Pick The Funniest Poems

Lansky, B. (1991). Kids pick the funniest poems.

(S. Carpenter, Illus.). New York: Meadowbrook Press.

Summary:In this book youdll findthe clever creations of some of the most

popular childrends poets in the world: Dr. Seuss, Shel Silverstein, Jack

Prelutsky, Judith Viorst, Bruce Lansky, andJeff Moss as well as

Stephen Carpenterds side-splitting illustrations.

Device:

Hyperbole: Obvious andextravagant exaggeration not meant to be

taken literally.

o SickeaMy tonsils are as big as rocks/Idve counted sixteen chicken

pox/And thered s one morethatd s seventeen/And dond t you

think my face looks green?...f Shel Silverstein

Standard:

3.13 G-11

o Identify the structures in poetry.Critical Reflection:

While covering the topic of poetry, the teacher could utilize this

poetry book to compare and contrast elements of poetry, such as

rhythm and rhyme, sound patterns, imagery, and figurative language.

Curriculum Tie-in:

o Imageryo Rhythm and Rhyme

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