Oy Feh So?

oyOy Feh So?
Cary Fagan, ill. Gary Clement

978-0316011792

Fagan, C.

Summary:
Aunt Essy, Aunt Chanah, and Uncle Sam come over to their niece and nephew’s house every Sunday and say the same things: Oy, Feh, and So?. It’s driving their niece and nephews nuts! But this Sunday, the three kids decided to do something, anything, to get their aunts and uncle to say something else. They try out different scenarios: a burglary, an alien invasion, to no avail. The aunts and uncle still only say those three words. Finally, out of frustration, the kids wind up shouting out OY, FEH, SO! Much to their surprise, and the horror of their parents, this cracks up the aunts and uncle.

Quantitative Summary

Readability Formula Grade
Flesch-Kincaid Grade Level
4.2
Gunning-Fog Score
5.6
Coleman-Liau Index
8.4
SMOG Index
4.4
Automated Readability Index
3.2
Average Grade Level 5.2

(based on page 1 entered into http://www.readability-score.com/)

Qualitative Summary

This book takes place in one singular location, and with a very simple theme: the three kids are bored by their aunts and uncle and want them to say something other than Oy, Feh, and So?. The repetition of those phrases becomes kind of rhythmic, almost poetic in nature. They are also used in different types of sentences, showing the way that language works (multiple meanings of words, etc.)

Curriculum Tie Ins
Reading for pleasure, could be used during units about families.

Standards
MD CCSS – Reading/Comprehension Grade 3
Standard 3.0 Comprehension of Literary Text

TOPIC A.

INDICATOR
3. Develop comprehension skills by reading a variety of self-selected and assigned literary texts including print and non-print

OBJECTIVES
• Listen to critically, read, and discuss a variety of literary texts representing diverse cultures, perspectives, ethnicities, and time periods
• Listen to critically, read, and discuss a variety of different types of fiction and nonfiction texts

INDICATOR
3. Use elements of narrative texts to facilitate understanding
OBJECTIVES
a. Identify and distinguish among types of narrative texts such as characteristics of the general categories of fiction versus nonfiction, realistic fiction, tall tales, legends, fables, fairy tales, biographies
Assessment limits:
Grade-appropriate narrative texts
b. Identify and explain the elements of a story
Assessment limits:
Main problem, sequence or chronology of events, and solution to the problem
c. Identify and describe the setting and the mood
Assessment limits:
• Details that create the setting
• Details that create the mood
d. Identify and analyze the characters
Assessment limits:
• Character’s traits based on what character says, does, and thinks and what other characters or the narrator says
• Character’s motivations
• Character’s personal growth and development

Author information:

http://www.caryfagan.com/kidsbooks.html

Illustrator information:

http://garyclement.ca/

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