Ten, Nine, Eight

Ten, Nine, Eight

Molly Bang

9780688009069

Bang, M. 1983. Ten, nine, eight. NY: Greenwillow Books.

Summary

This is a beautifully illustrated lullaby that counts down from ten washed toes, all the way down to one girl who is ready to be put to bed by her family.

Quantitative Summary:

Readability Formula        Grade

Flesch-Kincaid Grade Level          0.8

Gunning-Fog Score         3.2

Coleman-Liau Index        5.5

SMOG Index      1.8

Automated Readability Index     -0.4

Average Grade Level      2.2

(http://www.readability-score.com/)

Qualitative Summary:

This is a very simple read that promotes basic counting skills, which are the foundation of young math skills. Each page deals with a descending number as a young girl is prepared for bed. The numbers discussed can be found in the illustrations, allowing for children to count aloud and make connections. One sentence per page makes it a simple read, and it is written as though it would be a read-aloud book. It has a simple chronology and its language is low complexity.

Curriculum Ties

This book would be a great count-along book, and a great pre-cursor book to nap-time. It also features a family, and could be used in units on family and family “rituals.”

Standards

MD CCSS

TOPIC
E.
Students will use a variety of strategies to understand what they read (construct meaning).

INDICATOR

1. Demonstrate an understanding of concepts of print to determine how print is organized and read

OBJECTIVES
Understand that speech can be written and read

Read a minimum of 15 books, both literary and informational

Identify title, cover page, front and back of book, table of contents, page numbers, and describe what information is presented on the title and cover pages

Track print from left to right and top to bottom

Make return sweep to next line of text

Match oral words to printed words

Differentiate numerals, letters and words

Recognize that printed words are separated by spaces

Recognize that letters build words and words build sentences

 

Standard 1.0 Knowledge of Algebra, Patterns, and Functions
TOPIC
A.
INDICATOR
1. Identify and copy numeric patterns

Author website: http://www.mollybang.com/Pages/biodetail.html

Awards:

  • Caldecott Honor Book
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City Lullaby

City Lullaby
By Marilyn Singer, Ill. Carll Cneut

9780618607037

Singer, M. 2007. City lullaby. NY: Houghton Mifflin.

Summary:
What a racket outside! The city is alive with vibrant sound in this long illustrated poem that details all the things that are happening on the street while a baby sleeps on in the stroller. There are garbage cans bashing, car alarms ringing, cabs rattling, phones ringing, horns beeping, helicopters hovering, dogs barking, and throughout all this, the baby in the stroller still sleeps. It isn’t until the very end, with all of those noises together in a perfect symphony, that the littlest twitter from a bird wakes the baby up.

Quantitative Summary:
Flesch-Kincaid Grade Level 6.2
Gunning-Fog Score 5.7
Coleman-Liau Index 15.9
SMOG Index 4.4
Automated Readability Index 8.1
Average Grade Level 8.1
(readability.com)

No AR/Lexile info, so I assume it’s preschool level/K-3 and best as an adult directed book.

Qualitative Summary:
This is a great book for counting and for the concepts of onomatopoeia. Each page features detailed illustrations that require close attention to count all of the items and sounds that are being described. The structure is low, as this is a very straightforward chronology, describing a scene playing out on the street below in a matter of minutes. The language is Middle Low, using onomatopoeia and poetic language.

Curriculum Tie-Ins:
Students in language arts could use this as an example for writing onomatopoeia in poetry and could write their own “lullaby” about a certain scene (describing the elements and sounds around them). Younger students could use this in learning the basics of counting.

Standards

MD CCSS

Gr. 3 English

INDICATOR

  • 4. Use elements of poetry to facilitate understanding

OBJECTIVES

  1. Use structural features such as structure and form including lines and stanzas, shape, refrain, chorus, and rhyme scheme to identify poetry as a literary form
  1. Identify and explain the meaning of words, lines, and stanzas
    Assessment limits:
    • Literal versus figurative meaning
  1. Identify and explain sound elements of poetry
    Assessment limits:
  1. Identify and explain other poetic elements such as settingmoodtone, etc., that contribute to meaning
    Assessment limits:
    • Elements of grade-appropriate lyric and narrative poems that contribute to meaning

Author’s website: http://marilynsinger.net/