| Book 1 (Kindergarten)Monkey and Me, Emily Gravett, Macmillan Children’s Book, 2008 |
| Review: Focus themesEmily Gravett Has written Monkey and Me which is engaging for children, especially for kindergarten as it is a picture book and suitable for readers who are in their early childhood. The story is about a young girl who has a monkey stuffed toy and together they go on an adventure that is playful along with pretending to be different types of animals. In the book the main character is very curious and has a high level of energy and keeps on chanting a phrase repeatedly which is “Monkey and Me, we want to see”Which is responsible for encountering a number of animals during their playful adventures journey.The main focus in the book is given to the theme which is related to the exploration of animals, movement, and imagination. It is important to know that the theme that is being used in the book is suitable for the readers of kindergarten as they are full of curiosity, physical interactions, and also have sensory engagement. One of the core components of learning is pretend play which is found in the early young leaders that is being supported by this book (Ahn & Filipenko, 2007). Therefore the book also encourages kindergarten children to facilitate the imagination, imitate, and also prettens and behave like animals. Additionally, it may also be stated that the author has shown companionship in the book where the girl has shown constant components and her presence with the soft toy monkey that she was carrying and showing emotional attachment. |
| Written features (corresponding element/s)There is a repetitiveness along with Rhythm and simple language in which ” monkey and me’ is written which is a unique feature. It is also essential to understand that the features which are mentioned are associated with education purposes and entertainment. It may also be stated that the important phrase that is ” monkey and me, monkey and me we want to see” has been in a repetitive manner which is acting like an anchor especially for the target children to engage themselves along with the text.Vocabulary Development In regards to the development of vocabulary, it may be stated that there are different types of animal names like Penguin, Kangaroo, Monkey, and elephant which are helpful for enhancing the vocabulary of the children. Therefore such vocabulary that has been used in the book has been utilized in a thematic way along with the engaging contacts. Additionally, the sentence structure is predictable which helps in allowing the children or the leaders to construct sentences of their own in regards to early speaking and writing (López-Escribano, Valverde-Montesino & García-Ortega, 2021). Letter Sound Correspondence and Phonemic Awareness Blending and Phonemic segmentation are supported by the rhythmic phrase which is essential and considered as a scale for the development of literacy in an early stage. In addition, it may also be articulated that there has been a repetitive use of m sound For the word monkey, me along with other consonants like b for the word buffalo and bat. These help in developing the relationship of letter sounds for the children. |
| Visual features (corresponding element/s)In terms of the layout, it may be stated that the feature of the book is double-page spreads where the visual representation has been given to each of the animals which has been mentioned in the book. Such a layout that has been provided is effective for developing the focus of children on an idea regarding animals at a time.Expression is also another visual feature in the book where there has been a significant change in the expression of the girl while encountering each and every animal which helps in understanding the emotions.The real illustrations of the animal have been given where both the monkey stuffed toy and the girl start acting like the animal which is a repetition in the visuals. Therefore such visual reputations develop mimicking and visual comparison, especially for the learners who are kinesthetic. |
| Engagement and inherent quality/iesRegard to the qualities of inherent and engagement it may be stated that there have been various hallmarks present in the book in terms of children’s literature quality. For instance, prediction, movement, joyfulness, and participation are promoted in the book. These essentials that have been mentioned in the previous line are effective, especially for the emotional and literacy development of young readers. The repetition that has been made in the book regarding some phrases makes it special for the children in regards to Coral reading along with the musical quality through which it can be recited as a story with singing or chanting. Additionally, the predictability which has also been shown in the story allows the readers to read the book in an independent manner once they have been guided with little reading that generates self-confidence and autonomy. |
| Brief class activityIn regards to the class activity, it may be stated that vocabulary announcements regarding animals provide support to creativity with the help of drawing and movement. Additionally phonemic awareness and also be developed during the brief class activity. This can be done with the initial stage, which is the group reading of the story by focusing and giving emphasis on encouraging the students to participate and chanting in a rhythmic manner. Another initiative in the class activity that can be taken in discussion once the reading is done. The discussions can be made on the animals on the basis of the sounds of different animals. It may also be stated that the drawing can be done by the children regarding the animals that are shown in the book. It is necessary to know that by conducting such class Activity the engagement among the students and the children can be developed by the teachers. The teachers will also be able to incorporate and encourage the children’s developing curiosity regarding each of the animals and their features (O’Hayer, 2022). Therefore, another extension that can be done with the class activity is to dramatize the performance of the pictures that will be made by the children. For instance, again can be organized for the students to choose their favorite animal from the story and act and show movements like those animals. This will help in developing the oral language as well as the gross motor development. |
| Book 2: (Year 1 OR 2)The Great Paper Caper, Oliver Jeffers, HarperCollins Children’s Book, 2008 |
| Review: Focus themes“The Great Paper Caper” by Oliver Jeffers is one of the well-known picture books that is charming and thought-provoking and has been made for children who are in the age group of 1 to 2 years. It may also be stated that the book is humorous and suitable for the age group which has been mentioned as well. The book starts with a forest mystery and with time it travels into a type of story related to awareness of the environment, responsibility, and ethics. It is also necessary to understand that at the beginning of the story, it is found that there is a disappearance of papers from the forest where animals have been presented for investigation. After some time it was finally found that the main reason for the dissemination of the paper from the forest is due to a bear who was cutting trees in order to make paper airplanes (Jeffers, 2025). The main reason for this incident was that the bear was preparing the paper airplanes for a competition of flying. The theme of the book is interconnected through which the students will be able to understand the rules of society along with driving understanding regarding the world. Sustainability, honesty, and important fairness and problem-solving for a community are the main themes that are being covered by the book. It is important to know that children in the age group of 1-2 years start developing a sense that is associated with moral reasoning. Furthermore, the story plays a crucial role for such age groups while developing the stage for the students to consider the issue. For instance, such students will be able to understand or ask questions regarding the reasons for cutting the trees along with whether they were able to solve the problem in the forest on their own. |
| Written features (corresponding element/s)Vocabulary Development In the story tier 2 vocabulary is used to provide the opportunity to the children are young readers for formality their understand the nuanced language (Kelley, Goldstein, Spencer & Sherman, 2015). Some of the tier 2 vocabulary that has been used in the story includes evidence, conscience, confession, guilty, and suspicious which are descriptive words as well as emotive as well. Additionally in regards to the vocabulary that has provided support to the discussion that is associated with character education and values. Words like responsibility and promises along with an apology are some of the examples. There are also words of action that have been found in the story that are effective for a narrative structure like confessed, planted, investigated, and discovered. Letter Sound Correspondence and Phonemic Awareness There has been a use of dialogues, questions, exclamation, and narrative statements in order to build intonation while allowing reading along with suspense. Inclusions regarding punctuation are also related to ellipses and exclamation marks which provide support to oral reading and development of fluency while speaking. |
| Visual features (corresponding element/s)Visual narrative techniques have been used in a masterful way in the book “The Great Paper Caper” written by Oliver Jeffers. For instance, in the book, there is a hand-drawn style where the muted color palette has been used by the author for making the setting of the forest. The characters have also created visual humor with the help of their body language and facial expressions in the book, especially the animals who have walked as detectives. Speaking of the layout and perspective it may be stated that various perspectives have been used in the story which includes evidence which were closes up and forest landscape in a wider way. There were also some scenes like a bear’s den which was related to the emotional response of the readers as it was showing the unfolding of a mystery. Additionally, it may also be stated that the layout shows the courtroom scene and evidence report which was showing about the genre of crime fiction by providing an invitation to the students in regards to literary discussions. The use of contrast and color in the story has also been utilized in a proper way. The natural tone of the forest has been done with great effects that have a portrait of the peaceful setting in the forest with white trees along with paper trails. The den of the bear has been used with Shadows and grace to show secrecy and guilt. Lastly, the climax scene contains sunlight and green saplings color which denote reconciliation and hope. |
| Engagement and inherent quality/iesIt is important to understand that the quality of the text is more important than the entertainment as it attracts the readers to reflect as well as imagine the story of the situation mentioned. The book also is shown as one of the high-quality picture books for children as the author has embedded ethical as well as environmental issues (De Meyer, Coren, McCaffrey & Slean, 2021). This type of serious issue has been portrayed in a very playful story in the book where humor and seriousness have been balanced in an equal way. There is an engagement which is provided by the narrator’s structure of the story where the starting has been filled with mystery which also encourages and allows the student to gather evidence, by making predictions so that they can come to a confusion. The mystery genre is one of the well-known genres that attracts young leaders and it also provides support to critical thinking. |
| Brief class activityOne of the class activities that can be done is for the exploration of sustainability and ethical responsibility along with the evaluation of persuasive language-making discussions about the actions of the bear. During the style, the teacher can ask the students about the actions of the bear and also ask them to formulate their own answers whether they support or not about the bear’s actions. Persuasive writing can also be introduced with a model to the students while teachers. Additionally, groups can also be formulated among the students who will think about the alternative solution that can be used by the bear. |
References
Ahn, J., & Filipenko, M. (2007). Narrative, imaginary play, art, and self: Intersecting worlds. Early Childhood Education Journal, 34, 279-289.DOI: 10.1007/s10643-006-0137-4https://www.academia.edu/download/54436830/s10643-006-0137-420170914-3333-1xkwp16.pdf
De Meyer, K., Coren, E., McCaffrey, M., & Slean, C. (2021). Transforming the stories we tell about climate change: from ‘issue’to ‘action’. Environmental Research Letters, 16(1), 015002.https://doi.org/10.1088/1748-9326/abcd5a
Jeffers, O. (2025) The Great Paper Caper, BookTrust. Available at: https://www.booktrust.org.uk/book/t/the-great-paper-caper/ (Accessed: 12 April 2025).
Kelley, E. S., Goldstein, H., Spencer, T. D., & Sherman, A. (2015). Effects of automated Tier 2 storybook intervention on vocabulary and comprehension learning in preschool children with limited oral language skills. Early Childhood Research Quarterly, 31, 47-61.http://dx.doi.org/10.1016/j.ecresq.2014.12.004
López-Escribano, C., Valverde-Montesino, S., & García-Ortega, V. (2021). The impact of e-book reading on young children’s emergent literacy skills: An analytical review. International Journal of Environmental Research and Public Health, 18(12), 6510.https://doi.org/10.3390/ijerph18126510
O’Hayer, L. (2022). Perspectives of Kindergarten through Second Grade Teachers Regarding Methods to Promote Student Engagement in Learning (Doctoral dissertation, Walden University).https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=14938&context=dissertations
