Annotated Childerns Biblography and brochure deadline 2morrow at 6pm pacific time

annotated Bibliography of Children’s Literature and brochure.. information enclosed in PDF’s.. NO OUTSIDE SOURCES OF YOUR OWN OTHER THAN THE KIDS BOOKS.. Elementary Kids Literature.

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“helping young childeren learn language and literacy. birth through kindergarten 3rd edition Carol Vukelich james christie and billie Enz

An annotated bibliography is a list of citations and brief reaction to books (orother materials). The annotations inform the reader of the relevance and qualityof each book.Create an annotated bibliography of a wide range of young children’s literature.You should have at least 20 entries in alphabetical order. You can begin thisassignment early – it is due on Sunday of Week Seven!Ways to do this assignment:• If you are interested in teaching a specific grade level, you may select all yourbooks from that level. Your bibliography will be a helpful resource when youstart your own classroom library.• Be sure the books you choose come from a variety of genres of literature. Seethe handout about genres for more information.• You may choose to use your field experience classroom as a resource if youhave started any of your field experience classes (practicum or studentteaching). You can ask the children what books they have read and use theiropinions along with your annotations.• Alternately, if you are not sure what level you would like to teach, you canexplore a variety of reading levels in your choices.• Books can be checked out from your local public library for this assignment –no need to purchase the books.20 Annotations with the Following Required Items:• At least 1 book that is a myth, legend, or folklore• At least 1 book that is fantasy• At least 1 book that is informational or non-fiction• At least 1 book that is historical fiction• At least 1 book that is realistic fiction• At least 2 books from the Caldecott Medal Book List found athttp://www.ala.org/alsc/awardsgrants/bookmedia/caldecottmedal/caldecottwinners/caldecottmedalAnnotation Instructions:1. Identify the book using APA or MLA format. Identify the illustrators and thegenre of the book. Tell the age group this book is appropriate for. Give a oneparagraph(2-3 sentences) plot summary, and then write a brief (about 100words) evaluative paragraph (Notes). The paragraph can discuss anythingrelated to the book. Consider the following list for this section, but do not answerall the questions for each entry. Try to focus your response on whatever moststrikes you about the book:· Tell what you noticed, what you thought and felt, and why.· Tell what you liked and didn’t like, and why.· Tell what these books said and meant to you.· Why would this be a good book to recommend to children?· What is the author saying about life and living through this book?· What connections are there between the book and real life?· How will children relate to the characters?( Please do not look for reviews or postings on the Internet about the book.These are short books, so read the book for yourself.)Sample Annotation – Follow this format:Waddell, M. (2002). Owl babies. Summerville, MA: Candlewick Press.Illustrator: Benson, P.Genre: Anthropomorphic FictionAge Group: infant through preschool agePlot Summary: Three baby owls wake in the night to find their owl mother isgone. They express their feelings of worry about their missing mom and at theend of the book, flap with joy when their mom returns. This book chroniclesseparation anxiety through the eyes of three owl siblings.Notes: This book about separation anxiety illustrates the point that ‘mommiesalways come back’. It can be comforting for young children in care settings whoworry about their mommy or daddy coming back. As the owl babies worry abouttheir mom, they verbalize their fears. The smallest owl, Bill, repeats, “I want mymommy” throughout the book, and children love to chant this line with the reader.When Mommy returns to the nest, she states, “What’s all the fuss? You knew Iwould come back.” (Note from Cathy: I used this book for years with youngchildren when I was in the classroom – I have it memorized.) I recommend thisbook to help comfort young children distressed from separation anxiety.Tips• Your evaluative paragraphs should be at least 100 words (this one is 120).• Describe your thoughts after reading the book. Quick but thoughtful reactionsare what you want here. Don’t copy and paste someone else’s thoughts – thisis plagiarism.• You might want to ask a child what he or she liked or didn’t like about thebook. Ask about characters, action, etc. Discuss the child’s response as yourevaluative paragraph. (Don’t do this for every entry. I primarily want to hearwhat YOU thought of these books and why you think they might be valuable tochildren)• Use APA or MLA format for the citation, APA preferred. Information onformatting references can be found in the ANGEL class, Format Informationfolder.• Alphabetize the entries.• Use the most specific genre name (Examples: historical fiction instead ofrealism; anthropomorphic fiction instead of fiction)• This project is due at the end of the week seven. You can start working on itearly.This assignment is adapted from http://staffwww.fullcoll.edu/janderson/children’s lit/annotated bib

Handout6.1 ECE 154 Selecting Wonderful Books

Name________________________________________

Directions: As a teacher you will receive questions from parents about what type of books you would recommend for young children. Create a list of the information you would use to answer their questions… use the rubric below to help you consider various aspects to be included in the list….

Design a two-sided, 8 X 11 inch brochure with graphics identifying features and characteristics of good books for young children, suitable for sending home with parents. Hint: You may use Special Feature 6.1, Reading by Ages and Stages, on pages 122 to 124 in your text.

Grading Rubric for Brochure

Features	5	3	1
Introduction	Welcoming and attention grabbing , establishes a clear purpose	Welcoming and attention grabbing	Introduction is not compelling or poorly written
Book Characteristics	5 characteristics described with ages and stages intertwined	3 characteristics described with ages and stages intertwined	1 characteristics described with ages and stages intertwined
Examples of texts	5 recommended texts with book covers	3 recommended texts with book covers	3 recommended texts
Inclusion of websites	3 websites identified information about the good features of this website.	2 websites identified information about the good features of this website.	1 website identified information about the good features of this website.
Aesthetics	Colorful, well organized, visual elements work well together, no typos	Colorful & well organized, no typos	Typos or not well designed

Genres
 in
 Children’s
 Literature
 

Adapted from http://www.breitlinks.com/my_libmedia/children’s_genres.htm and http://libguides.ashland.edu/childlitgen

 

Category Brief Description: Genres in Children’s Literature
Picture Books (Not a genre – but a format)
All the books you read for the assignment will be picture books
Definition of a Picture Book: Interdependence of art and text. The story presented through a
combination of text and illustration. There may or may not be text with the book. The content of the
book, however, can be fully explained or illustrated with pictures. Classification is based on format,
not genre. All genres appear in picture books.
Poetry &

Verse
Condensed language, imagery. Distilled, rhythmic expression of imaginative thoughts
and perceptions.

Folklore

Literary heritage of humankind. Traditional stories, myths, legends, nursery rhymes,
and songs from the past. Oral tradition; no known author.

Folktales. These feature common folks, such as peasants, and commonplace
events. There maybe be some “make-believe” elements, like talking animals, but the
stories, overall, sound logical – even realistic. Folk tales seek to explain things about
life, nature, or the human condition.

Fairy Tales. Also called “magic stories,” these are filled with dreamlike possibility.
Fairy tales feature magical and enchanted forces. They always have a “happily ever
after” ending, where good is rewarded and evil is punished.

Fables. Short stories, in verse or prose, with an moral ending. These types of
stories are credited Aesop (6th century BC), who told tales of animals and other
inanimate objects that teach lessons about life.

Legends. While based in history, these stories embellish the life of a real person.
The facts and adventures of the person are exaggerated, making the individual famous
for their deeds.

Myths. Some stories have to be told as related tales to be meaningful. Myths
portray themselves as representing a distant past. They contain common themes and
characters, often “gods.” Myths attempt to explain the beginning of the world, natural
phenomena, the relationships between the gods and humans, and the origins of
civilization. Myths, like legends, are stories told as though they were true.

Fantasy

Imaginative worlds, make-believe. Stories set in places that do not exist, about people,
objects, and creatures that could not exist, or events that could not happen.
Animal anthropomorphic fiction is fantasy, since animals do not talk. This is a common
theme in children’s books.
Anthropomorphic fiction- giving animals human characteristics (eg. Brerenstain bears)

Science
Fiction

Based on extending physical laws and scientific principles to their logical outcomes.
Stories about what might occur in the future.

Realistic
Fiction

“What if” stories, illusion of reality. Events could happen in real world, characters seem
real; contemporary setting.

Historical
Fiction

Set in the past, could have happened. Story reconstructs events of past age, things that
could have or did occur. They feature children as their main characters and often allow
young readers to “experience” different settings, cultures, and situations than what is
the norm for their lifestyle.

Biography Plot and theme based on person’s life. An account of a person’s life, or part of a life history; letters, memoirs, diaries, journals, autobiographies.

Genres
 in
 Children’s
 Literature
 
Adapted from http://www.breitlinks.com/my_libmedia/children’s_genres.htm and http://libguides.ashland.edu/childlitgen

 

Nonfiction Facts about the real world. Informational books that explain a subject or concept.

A6_7 Annotated Bibliography of Children’s Literature

An annotated bibliography is a list of citations and brief reaction to books (or
other materials). The annotations inform the reader of the relevance and quality
of each book.
Create an annotated bibliography of a wide range of young children’s literature.
You should have at least 20 entries in alphabetical order. You can begin this
assignment early – it is due on Sunday of Week Seven!

Ways to do this assignment:
• If you are interested in teaching a specific grade level, you may select all your

books from that level. Your bibliography will be a helpful resource when you
start your own classroom library.

• Be sure the books you choose come from a variety of genres of literature. See
the handout about genres for more information.

• You may choose to use your field experience classroom as a resource if you
have started any of your field experience classes (practicum or student
teaching). You can ask the children what books they have read and use their
opinions along with your annotations.

• Alternately, if you are not sure what level you would like to teach, you can
explore a variety of reading levels in your choices.

• Books can be checked out from your local public library for this assignment –
no need to purchase the books.

20 Annotations with the Following Required Items:
• At least 1 book that is a myth, legend, or folklore
• At least 1 book that is fantasy
• At least 1 book that is informational or non-fiction
• At least 1 book that is historical fiction
• At least 1 book that is realistic fiction
• At least 2 books from the Caldecott Medal Book List found at

http://www.ala.org/alsc/awardsgrants/bookmedia/caldecottmedal/caldecottwinners/caldecottmedal

Annotation Instructions:
1. Identify the book using APA or MLA format. Identify the illustrators and the
genre of the book. Tell the age group this book is appropriate for. Give a one-
paragraph (2-3 sentences) plot summary, and then write a brief (about 100
words) evaluative paragraph (Notes). The paragraph can discuss anything
related to the book. Consider the following list for this section, but do not answer
all the questions for each entry. Try to focus your response on whatever most
strikes you about the book:
· Tell what you noticed, what you thought and felt, and why.
· Tell what you liked and didn’t like, and why.
· Tell what these books said and meant to you.
· Why would this be a good book to recommend to children?
· What is the author saying about life and living through this book?

· What connections are there between the book and real life?
· How will children relate to the characters?

( Please do not look for reviews or postings on the Internet about the book.
These are short books, so read the book for yourself.)

Sample Annotation – Follow this format:
Waddell, M. (2002). Owl babies. Summerville, MA: Candlewick Press.
Illustrator: Benson, P.
Genre: Anthropomorphic Fiction
Age Group: infant through preschool age
Plot Summary: Three baby owls wake in the night to find their owl mother is
gone. They express their feelings of worry about their missing mom and at the
end of the book, flap with joy when their mom returns. This book chronicles
separation anxiety through the eyes of three owl siblings.
Notes: This book about separation anxiety illustrates the point that ‘mommies
always come back’. It can be comforting for young children in care settings who
worry about their mommy or daddy coming back. As the owl babies worry about
their mom, they verbalize their fears. The smallest owl, Bill, repeats, “I want my
mommy” throughout the book, and children love to chant this line with the reader.
When Mommy returns to the nest, she states, “What’s all the fuss? You knew I
would come back.” (Note from Cathy: I used this book for years with young
children when I was in the classroom – I have it memorized.) I recommend this
book to help comfort young children distressed from separation anxiety.

Tips
• Your evaluative paragraphs should be at least 100 words (this one is 120).
• Describe your thoughts after reading the book. Quick but thoughtful reactions

are what you want here. Don’t copy and paste someone else’s thoughts – this
is plagiarism.

• You might want to ask a child what he or she liked or didn’t like about the
book. Ask about characters, action, etc. Discuss the child’s response as your
evaluative paragraph. (Don’t do this for every entry. I primarily want to hear
what YOU thought of these books and why you think they might be valuable to
children)

• Use APA or MLA format for the citation, APA preferred. Information on
formatting references can be found in the ANGEL class, Format Information
folder.

• Alphabetize the entries.
• Use the most specific genre name (Examples: historical fiction instead of

realism; anthropomorphic fiction instead of fiction)
• This project is due at the end of the week seven. You can start working on it

early.
This assignment is adapted from http://staffwww.fullcoll.edu/janderson/children’s lit/annotated bib