Jillian Anderer

August 19, 2010

Annotated Bibliography: Comprehension Strategies

EDUC 5121

Silverstein, S. (1986) The Giving Tree. New York, NY: Harper Collins Publishers.

This is a classic story about the friendship between a boy and a tree. The boy and tree are the best of friends, happily playing together until the boy begins to grow up. Rather than visiting the tree everyday to play, the boy only seems to come around when he is in need of something, asking for help as he goes through the different stages of life. As he grows up, his needs continue to change, and the tree keeps giving until one day, there seems to be nothing left to give.

Ways to use the questioning strategy:

1. Before reading the story, ask students if they have ever done something nice for someone else for no particular reason, having them share their stories with the group.

2. During the story, ask students to predict what they think is going to happen to the boy and the tree by the end of the story.

3. After the story, ask students to write down what they were feeling for the tree at the beginning, middle, and end of the story. Then, have them do the same exercise for the boy character. Finally, ask them if their feelings towards the characters changed as the story progressed and why.

Burton, V. (1942) The Little House. New York, NY: Houghton Mifflin Harcourt.

A small pink house set out in the countryside, sees the distant lights of the bustling city and often wonders what it might be like to live there. As time goes by, the city begins to expand, eventually reaching the little house. She finds herself surrounded by skyscrapers and missing the sight of the nighttime stars she used to gaze up at. One fateful day, an ancestor of her original owner happens to pass by, and upon recognizing the little house, returns her to the countryside where she belongs.

Ways to use the connection strategy:

1. Students will make connections between self and text - ask students to describe if they have ever felt the way the house does (aka: out of their element)

2. Ask students to think about their own homes and neighborhoods, writing down changes these places have gone through since they’ve lived there (examples: new houses being built, storefronts changing, neighbors moving out and new ones moving in and making changes to the homes)

Joel, B. (2004) Goodnight, My Angel. New York, NY: Scholastic Press.

In this bedtime story, originally composed as a lullaby, Billy Joel expresses the deep bond that exists between a parent and child. Written for his own daughter, it captures the quiet beauty of the father-daughter relationship as a father puts his daughter to bed, promising to always be in her heart.

Way to use visualization strategy:

1. Comparative and figurative language help children to imagine the story (“When we went sailing on an emerald bay”, The water's dark and deep”, “Inside this ancient heart”)

Way to use connection strategy:

1. Students can make connections to their relationships with their parents

Including their own nighttime rituals (example: sharing bedtime stories,

getting tucked in, singing lullabies, etc.)

McCloskey, R. (1941) Make Way For Ducklings. New York, NY: The Viking Press.

Though it isn’t easy for duck parents to find a safe place to bring up their ducklings, during a stop in Boston's Public Garden, Mr. and Mrs. Mallard think they have found the perfect place. There are no animals that will harm their ducklings, passerby are generous with sharing snacks, and there is a kind police officer to watch over them. As the duck family makes their way through the streets of Boston, passing various recognizable landmarks, the mother duck’s loving, protective ways stand out to readers.

Ways to use connection strategies:

1. Students can think to a time when they were introduced to a new place and the things they found appealing about it; ask them to think of a favorite city they’ve visited and which landmarks they recall

2. Students can make a list of the ways in which their own parents show protection over them

Freeman, D. (1976) Corduroy. New York, NY: The Viking Press.

Corduroy is a bear that lives in the toy department of a big store. A little girl wants to buy him, but her mother refuses because the bear is missing a button on his overalls. That night, Corduroy goes on a search through the store for a button so that he can fix himself up in the hopes that someone will want to buy him. Sadly, he finds himself lost in the store, and is returned to the toy department by a security guard who discovers him. The little girl returns the next day with money she has saved up and, though still button-less, buys Corduroy and takes him home with her where she sews a new button on his overalls.

Ways to use connection strategies:

1. After reading the story, ask students, “Do you have a special toy at home that you consider a friend?, “Do you have any other toys that hold special meaning to you? Why is that?”

2. After reading the story, ask students if there has ever been something they wanted so badly, that they saved up all of their money to buy it. Because they’d earned it themselves, did that toy bare special significance?

Viorst, J. (1972) Alexander and the Terrible, Horrible, No Good, Very Bad Day. New York, NY: Simon and Schuster Publishing.

Alexander wakes up and is greeted by a terrible, horrible, no good, very bad day! He gets out of bed only to find gum in his hair and them immediately trips on his skateboard. His mom forgets to put dessert in his lunch box, and his dentist finds a cavity. This book proves to be a laugh-out-loud account of one boy's day of bad luck.

Way to use connection strategy:

1. Have the students write about a time when they had a terrible, horrible, no good, very bad day at school.

Way to use questioning strategy:

1. Ask students about their own “terrible, horrible, no good, very bad day”; What happened? Did the day get better? How did it change? Who helped make it better?

Sendak, M. (1963) Where The Wild Things Are. New York, NY: Harper Collins Publishers.

This is the story of Max, a little boy who, upon being sent to his room without supper. As Max’s imagination unfolds, his bedroom changes into the land of the Wild Things, who make him their ruler. The Wild Things, led by Max, enjoy a lively time, until Max leaves, despite their loving plea that he not, and returns home to find his dinner waiting for him.

Way to use questioning strategy:

1. Ask students if they were ever angry with someone they loved or was someone they loved ever angry with them? How did they react to this? How did it make them feel?

Way to use connection strategy:

1. After reading the story, have students share a time in which they felt the way Max did at the beginning of the story

Seuss. (1990) Oh, the Places You’ll Go! New York, NY: Random House.

The main character of this story, a cheerful man in a yellow jumpsuit, receives the narrator's good wishes and heads out of town. He travels through a wide variety of colorful Seussian landscapes and finds himself in many different situations--some exciting, some disheartening, some terrifying. He learns he can make it through any circumstances that may come his way in life.

Way to use visualizing strategy:

1. Students listen to the story by Dr. Seuss Oh, the Places You'll Go! and then brainstorm a list of places they would like to go. The students will write an answer to: "Oh, the places I will go! I will go____________.” and then illustrate their responses.

Way to use the inferring strategy:

1. Students will participate in a class discussion to pinpoint the major themes found in the story. This theme can be inferred by both looking to the pictures and delving deep into the text. The children should infer that the primary theme of the story has to do with the endless possibilities for what you can do and where you can go in your life.

Keats, E. (1976) The Snowy Day. New York, NY: Penguin Group.

The Snowy Day is a story of a boy who wakes up to find that snow has fallen during the night. The little boy celebrates by venturing out and spending his day making footprints in the snow, forming snowballs, and creating snow angels. This happy tale reminds readers of those wonderful mornings, waking up to a magical, winter wonderland.

Way to use visualizing strategy:

1. Have students draw pictures of the mental images the story evokes in them.

Way to use connection strategy:

1. Have students recall a snow day of their own. What types of activities did they engage in?

Pfister, M. (1992) The Rainbow Fish. New York, NY: North-South Books.

Rainbow Fish, with his beautiful sparkling silver scales, was the most beautiful fish in the ocean. Despite Rainbow Fish's beauty, he was not happy. Rainbow Fish did not have any friends. In the end, he must decide whether his beauty is more important than having friends.

Ways to use questioning strategies:

1. The book, The Rainbow Fish, is all about sharing. After reading the story, ask students, “What are some things you share with your friends?”, “When a friend does not share how do you feel?”

2. After reading the story, students will be able to answer meaningful questions: “Why do you think that sharing made Rainbow Fish so happy?” “If you were Rainbow Fish, would you share a scale or keep it?” “What lesson do you think Rainbow Fish has learned?”

Annotated Bibliography

Anholt, L. (1995). Sophie and the new baby. Morton Grove, IL: Albert

Whitman & Company.

Sophie is an only child, that is until her parents surprise her with exciting news…soon she will be a big sister! Over the next few months, Sophie enjoys helping her parents prepare for the arrival of her baby brother. Sophie loves being a big sister, until her parents spend all of their time with the baby and seem to forget about Sophie! Will Sophie ever get used to her baby brother?

Ways to use connection strategies:

1. Students can make connections to their families and Sophie’s family.

a. Pause at different times throughout the book to ask the class questions. Example: How are the seasons involved in this story?

2. Some students may relate to family dynamics.

a. This would be an appropriate time for students to share their family dynamics.

3. Students can express these connections with a visual activity:

a. After a quick lesson on family trees, the students will come in the next day with the names/ages/relations of their immediate family.

b. Students will use this information to decorate their pre-made family trees.

Burton, J. (2005). Mammals. Chicago, IL: World Book.

Readers will find answers to their questions and interesting facts in this book on mammals. Be surprised by the unusual animals mentioned in this book! Pictures, brief descriptions, and even a guide to track down mammals will surely hold the interest of any young scientist!

Ways to use questioning strategies:

1. Students will answer questions about their mammal.

Example: What does my mammal eat? Where does my mammal live?

2. Students will have time to ask their peers questions about their mammal after seeing the different mobiles.

Cullen, C.A. (2001). The Magical, mystical, marvelous coat. Boston, New York, London:

Little, Brown and Company.

Follow the character with her magical coat that leads her on a great adventure! The distinctive illustrations perfectly portray her extraordinary journey. Along the way, each special button on the coat is given to a friend in need. What will happen when the 6 enchanted buttons are gone?

Ways to use visualization strategies:

1. Students will design their own magical coats

2. Students will be given 6 empty circles (buttons) and assign a special, yet meaningful power to each

a. Have the class pick one of their buttons and be ready to explain why that specific power was meaningful

b. Who might they meet along their journey?

c. How could that button help those in need?

Fontes, J., & Fontes, R. (2003). A to Z italy. Danbury, CT: children's press.

Take a quick journey to Italy and learn about the culture. Explore everything from the foods the Italians eat, to the type of transportation they use. Discover what is important to this society from A to Z, and everything in between.

Ways to use connection strategies:

1. While reading the book to the class, pause to write down each topic discussed on a piece of chart paper

Example (pg. 11): The next topic to add to our chart is Food

a. Students will be pre-assigned to one of these topics for their venn diagrams

2. Each student will make a venn diagram comparing and contrasting life in America to life in Italy

Helliwell, S. (n.d.). Twinkle little star. Retrieved from http://www.childrens-

stories.net/bedtime-stories-for-children/bedtime-stories-for-children.htm

Have you ever looked up into the night sky and wished on a star? One dark night, Harry finds one bright star and wishes for a puppy. Up in the sky, the stars argue that Harry is too old to make wishes. Find out if age really matters and if Charlie ever gets his wish granted.

Ways to use connection strategies:

1. Before reading the book ask the class to raise their hand if they have ever wished on a star.

2. While reading the story, pause to explain that some wishes are kept private and some can be shared with others.

3. Hand out pre-made stars to each student and have them write down their wish on one side of the star, and their name on the other side