Goodnight, Goodnight, Construction Site by Sherri Dusky Rinker and Tom Lichnheld - Book Report/Review Example

Literature Books Analysis Name Institution Tutor “Goodnight, Goodnight, Construction Site” by Sherri Dusky Rinker and Tom Lichnheld Children Picture Book Foundation Years- Examining literature “Identification of some text features including characters, events and retell events from a text (ACELY1655)” (ACARA, 2014). Foundation Years- Responding to literature “Shares thoughts and feelings about the characters and events in the texts (ACELT1581)” (ACARA, 2014). The story in the book, Goodnight, Goodnight, Constructive site, is an attractive picture that are descriptive hence making young readers understand the context easily. It displays a simple picture layout, attractive formatting, simple words and coloured images that attract the site of a young reader. Furthermore, it allows young children to read actively loudly and use illustrations as they learn. Loud reading enables the young children to develop presentation skills thus enabling young children to improve their understanding of the English Language (Jurenka, 2005). Using this book, the young children will understand to interpret drawing, sharpen their reading skills in an accessible and understandable manner. In order to help struggling readers, the teacher thus should use the real life examples in illustrating the pictures found in the book. At the Drop of A Veil by Marianne Alireza Non-Fiction Book, personal history “Constructing texts with the help of software including word processing programs (ACELY1654)” (ACARA, 2014) Foundation Years Creating Texts “Identification of the difference between informative texts and imaginative texts (ACELY1648)” (ACARA, 2014). This book is intended a young audience and introduces the personal life of an American woman who married a Saudi man. The story goes ahead to narrate the facts the woman underwent while in the captive of a Saudi man. Through the book, the tutor to make vivid description in their daily life what they grab from the narration (Wagner-Martin, 2013). At the end of the text, a story provides a background information that is relevant to how a married woman undergoes, especially when married away from her native country. To enable student get the non-fiction part of the book, the teacher thus should introduce the story by explaining the non-fiction part of the book. This creates students confidence in reading and better engagement in the book. The teacher thus should cater for the weak students by helping them analyse the book after the class discussion. It will enable those students to have confidence in analysing the book thereafter on their own. Second Language Acquisition by Kees Bot, and Wander Lowie Advanced and older reader Interacting with others “Plan, rehearse, and deliver presentation by incorporation of learned content and putting into consideration particular audiences and purposes (ACELY1689)” (ACARA, 2014). This book focuses on how languages are acquired and learned. The language being the immediate cause of communication, the story in the book helps the reader to understand the nature and origin of language as the teacher reads in the class. Although the story is aimed at young audiences, the advanced age bracket will visualise the theme in the book at a deeper level. Thus, the students can advance their literacy skills in collective discussion and reading (Montgomery, 2006). After class reading, the teacher will go ahead to question the students what they understand about folklore and listen to their responses. After that, the teacher will involve the students in a discussion about the acquisition of language and exchange various ideas in the same case. Besides, the students can be asked to research other related stories basing on the same topic and compare with the later. The legend of Name by Me Children’s Book Interacting with Others “Use of interaction skills including taking a turn, the contribution, recognition of others, using appropriate pace and volume and speaking openly (ACEALY1788)” (ACARA, 2014). This is one of the easiest children’s literature book that can help them to learn basic writing and reading. By reading this book, the child will be able to understand the outlook on literature as well they will be able to comprehend simple English language basics (Jurenka 2005). Having full of coloured pictures and properly formatted words, it gives a good impression for a child to read. The book is suitable for a child who begins to learn The English language. The book begins by describing the fantastic Kingdom colour full of mythical creatures. Eternal darkness threatens the kingdom, but the champion is sent to find the child who can save them all. Thus, while reading the book to the children, help them understand the importance of being courage to face whatever difficulties they face. To demonstrate this, the children should thus participate in group discussion to enable implementation of the later. 100 Great Children’s Picture books by Martin Salisbury (2011) Children’s Picture Book Foundation Years-Responding to literature “Segment the thoughts and feelings of the behaviours and events in the text (ACELTY1783)” (ACARA, 2014). The book is full of descriptive pictures that are essential for child’s learning. The pictures are of different fields such as sporting that enable a kid to have an interest in a specified area such as a doctor. The teacher can introduce the book by showing real life examples such as a ball in the case of sporting activities. The children thus can be involved in a discussion to enable them to identify visible pictures they see. This will sharpen their power to remember since an image is not easily erasable in child’s mind. The repetition of this book is to enable EADL/L and struggling students to grasp how the words appear and visualise some pictures. In case, you find a student still struggling, create sight words and identify the meaning with the pupils. "African American Nonfiction Books in the 21st Century" by Harry B. Dunbar “Constructing texts with the help of software including word processing programs (ACELY1654)” (ACARA, 2014) Foundation Years Creating Texts “Identification of the difference between informative texts and imaginative texts (ACELY1648)” (ACARA, 2014). The book contains an intense description of both American and African culture in the 21st century. It pictures the fiction in readers mind the nature of the two cultures that enables him or her to get an understanding of the content. Using of this book by the student will allow them to understand both the culture of American and that of Africa depending on the backgrounds. The teacher can discuss the book with the students to ensure they grasp the content in it. Besides, the teacher can ask the students to outline the similarities to highlight the difference between American culture and African culture (Jurenka 2005). The later will enable putting learning into real life situation. Pictures of different kinds of stuff found in both places thus should be displayed to allow weak students grasp what the book talks about. The Book Whisper Awakening the Inner Reader in every Child by Donalyn Miller Literature and Content “Make links between students’ encounter and those of events and characters outlined in texts drawn from distinct social, cultural and historical contexts (ACELT1613)” (ACARA, 2014). The story is based on the education to a child who is considered to be the key to a community’s success. The book is suitable for advanced age as a literal work in the classroom. By illustrating the book, the teacher should involve students in discussing the subject such as advantages of education to a child. It will enable the pupils to evaluate the real purpose of the book and its relevance for reading. Besides, the teacher should give examples of young aged students who have succeeded in life by the acquisition of education. To weak students, the teacher should help them in analysing the book for them to understand hard terms used in the book. "Ramona Quimby, Age 8" by Beverly Cleary and Alan Tiegreen Children’s Book Interacting with others “Listen to and report orally to texts and the message of others in informal and designed classroom cases (ACELY1646)” (ACARA, 2014). Fundamental Year- Responding to literature “Share thoughts and feelings about the events and behaviour in texts (ACELT1783)” (ACARA, 2014). The book demonstrates Ramona’s first day at school and the challenges he underwent. The book is suitable to introductory to young pupils who intend to learn The English language. The teacher should present the book to the pupils by showing them the cover page to illustrate the few pictures it contains. This will capture students mind to enable them pay more attentions. The teacher can go ahead to give the pupils the chance to discuss and share what happened during their first day in school. The pupils should thus present it to ensure the weak students gets to understand the content of the book (Jurenka 2005). After reading the story, the teacher can ask random questions to ensure that students have the content of the book. After the end of the session, the pupils should be able to identify the moral lesson learnt from the book. "Where the Wild Things Are by Marie-Helen Goyetche" and Maurice Sendak Children’s Picture Book Responding to literature “Comparing views about behaviours, events and layout in and between texts (ACELT1589)” (ACARA, 2014). Creating texts “Create short informative, persuasive and imaginative texts using advanced knowledge of text layout and language qualities for familiar and some less frequent audiences, choosing print and multimodal properties appropriate to the listeners and purpose (ACELY1671)” (ACARA, 2014). This is a story basing on a boy named Max, dressed in a wolf suit he does unnecessary things to an extend his mum gets upset to an extent she calls him a Wild Thing. The teacher should familiarise the book to the pupil by showing them the picture on the cover page. This will draw their attention to inquire more. The teacher can go ahead to give the pupils the chance to discuss and share what happened to Max after that. The pupils should thus present it to ensure the weak students gets to understand the content of the book. After reading the story, the teacher can ask random questions to ensure that students have the content of the book. “The Little Book of Sloth” by Lucy Cooke Non-Fiction Interacting with Others “Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)” (ACARA, 2014). The Little Book of Sloth is a descriptive book suitable for young children that enable them understand how the sloth and its way of living. The pictures are frequently used to help young children understand about the slot and describe the animal vividly. The teacher should read the book loudly in class to ensure students captures word by word. The teacher should go ahead and draw a simplified diagram of a sloth to ensure that everybody understands the animal. Furthermore, the students should be advised to watch video tutorials about the sloth, its behaviour for advanced understanding (Wagner-Martin, 2013). Tutorials being in pictures and sound projection, the students who were not able to capture the context in class thus will be able to understand the book. Thus, this will help weak students to have a better understanding of the book. The Educators Guide; Or, Handy-Book for Principles of school, parents by Robert Henry Mair Older and Advanced Readers Expressing and developing ideas “Sightsee the different influence of images and words to meaning in tales and educational texts (ACELA1786)” (ACARA, 2014). The book is essential in giving the educators on how to handle the students efficiently. It covers reading in poetry and reading in literature. The book is suitable for advanced age as a literal work in the classroom. By illustrating the book, the teacher should involve students in discussing the subject such as advantages of education to a child. It will enable the students to comprehend the real purpose of the book and its relevance for reading. Besides, the teacher should give examples of young aged students who have succeeded in life by the acquisition of education. To weak students, the teacher should help them in analysing the book for them to understand hard terms used in the book. Maze: A Riddle in Words and Picture Children’s book Creating Literacy “Modify texts that use language qualities and patterns discussed in literary texts, e.g., characterisation (ACELT1791)” (ACARA, 2014). Creating Literacy “Modelling literary scripts that experiment with ideas, stylistic features and structures of selected writer (ACELT1798)” (ACARA, 2014). Literature and Context “Outlining aspects of the literary script that contains information or details about particular cultural, historical and social contexts (ACELT1608)” (ACARA, 2014). Most children love reading or listening to riddles. The teacher thus should pose the question for the pupils to answer (Fredericks & Fredericks, 2007). In case, the student is unable to respond the questions, and then they should be allowed to create a group to discuss to come up with a solution (Jurenka, 2005). Moreover, the weak students should be given more riddles to practice them by researching to be familiar with them. "Visit the Library; An Illustrated Children’s Picture Book" by Robert Stanek Children’s Picture Book Responding to Literature “Discussing events and characters a bracket of the literary script and share individual reviews to these scripts, making links with students’ encounter (ACELT1582)” (ACARA, 2014). The story revolves around the need and how to behave while in the library. It has got attractive pictures and simple wording that are easy for a pupil to understand. The teacher should start by taking the students to the library to have the glimpse how various books are arranged according to the subject and the year of publication. Then he should read the book aloud in class and enable the students to memorise the content (Jurenka 2005). For the weak students, the teacher should give them room for discussion for them to have an outer understanding of the book. "Worth A Thousand Words, an Annotated Guide to Picture Books for Older Readers" by Bette DeBruyne Ammon and Gale W. Sherman Older and Advanced Readers Interacting with others “Contribute to the discussion and participate in the debate, interrogating and clarifying facts, supporting arguments, evaluating information, sharing experience and opinions, and developing views” (ACARA, 2014). Text Structure and organization “Evaluating how writers often improvise on script structures and model with language qualities to achieve particular humour, persuasive effects and purpose, and aesthetic (ACELA1518)” (ACARA, 2014). Although the story is aimed at young audiences, the advanced age bracket will visualise the theme in the book at a deeper level. Thus, the students can advance their literacy skills in collective discussion and reading. After class reading, the teacher will go ahead to question the students what they understand about the book and listen to their responses (Fredericks & Fredericks, 2007). After that, the teacher will involve the students in a discussion about the importance of word sharing and exchange various ideas in the same case. Besides, the students can be asked to research other related stories basing on the same topic and compare with the later. The Polar Express by Chris Van Allsburg, Children’s Book Examining Literature “Interpret, understand, and experiment with imagery and sound devices, including personification, metaphor, shape poetry, songs, narratives and simile (ACELT1611)” (ACARA, 2014). Creating Texts “Plan, informative and print, draft and publish imaginative, choosing text layout, images and sound appropriate, language features, and multimodal texts (ACELY1704)” (ACARA, 2014). Creating Texts “Reread and oversee pupils own and others’ task using agreed procedure for text format and language features (ACELY1705)” (ACARA, 2014). The story lies around a young boy who go departures for a North Pole journey on Christmas Occasion and encounters Santa. The story is imaginative and descriptive as it widens the child’s mind. The author brings the story to real life scenarios to its intended audience. Thus, teachers should aim the use of language through lesson planning. The teacher should introduce and present a similar journey story to the students to ease their understanding (Jurenka 2005). He can also ask them to name some of the related books they have read to increase the tally list of books with the similar story line. Break their Bad Habits by Robert Stanek Children’s Picture Book Responding to Literature “Draw link between individual encounter and the worlds of the script, and share reviews with others (ACELT1596)” (ACARA, 2014). This story tries to discourage young children shunning away from their bad habits. The teacher can read the book slowly to the audience to help them understand the flow of the story. He or she can ask supporting questions to prove the children’s understanding power. The teacher can also involve the students in research to help them a deeper understanding of the book (Jurenka 2005). The study will help both the weak students to capture the content of the book. River Teeth: Stories and Writings by David James Duncan Non-Fiction Book Literature and Culture “Identify aspects of the literary script that convey information or details about particular cultural, historical, and social contexts (ACELT1608)” (ACARA, 2014). The book is easily understood as it contains several pictures. The teacher can read the book aloud and allow the children to repeat after him or her (Wagner-Martin, 2013). After reading, the teacher can involve children by asking them relevant questions or advising them to ask their parents about the same case. “Paperboy” by Vince Vawter Older and Advanced Readers Examining Literature “Identifying, discussing and describing, differences and similarities between scripts, including those by the same illustrators or author, and reviewing characteristics that elaborates an author’s personal style (ACELT1616)” (ACARA, 2014). The story surrounds the unforgettable story of an extraordinary boy. As the cover page is drawn, the teacher should start by explaining the relevance of the picture to the students. By illustrating the book, the teacher should involve students in discussing the subject such as advantages of education to a child. It will enable the students to comprehend the real purpose of the book and its relevance for reading. Besides, the teacher should give examples of young aged students who have succeeded in life by the acquisition of education. To weak students, the teacher should help them in analysing the book for them to understand hard terms used in the book. Where Texts and Children Meet by Jacqueline Kirk Children’s Picture Books Interacting with Others “Use interaction skills including using positive sentiments and voice disagreement, speaking openly, pace and volume appropriately, initiating topics (ACELY1789)” (ACARA, 2014). The teacher should present the book to the pupil by showing them the picture on the cover page. This will draw their attention to inquire more. The teacher can go ahead to give the pupils the chance to discuss and share what happened to Max after that. The pupils should thus present it to ensure the weak students gets to understand the content of the book (Jurenka 2005). After reading the story, the teacher can ask random questions to ensure that students have the content of the book. Bibliography Australiancurriculum.edu.au,. (2015). Home - The Australian Curriculum v7.5. Retrieved 27 September 2015, from http://www.australiancurriculum.edu.au/ Fredericks, A., & Fredericks, A. (2007). Much more social studies through children's literature. Westport, Conn.: Teacher Ideas Press. Jurenka, N. (2005). Teaching phonemic awareness through children's literature and experiences. Westport, Conn.: Teacher Idea Press. Montgomery, M. (2006). Ways of reading. London: Routledge. Wagner-Martin, L. (2013). A history of American literature. Chichester, West Sussex: John Wiley & Sons. Read More