Possum and the Peeper

Possum and the Peeper
By Anne Hunter
9780395846315
Hunter, A. 1998. Possum and the peeper. NY: Houghton Mifflin.

Summary:
There is a peeping that awakens Possum from his sleep, but who could it be? It’s not the catbirds in the tree above his hole, so who is it? The catbirds accompany the Possum on an adventure to figure out who is making that peeping sound. Along the way he is joined by other animals who have been disturbed by the peeping. Finally they find the source of the racket: a tiny little frog who just wants everyone to wake up because it is spring time. At first they are mad for being woken up, but as they look around they realize that while trying to find the peeper, they have taken a beautiful spring walk.

Quantitative Summary:
ATOS Book Level: 2.7
Interest Level: Lower Grades (LG K-3)
510L

Qualitative Summary:

This book is a sweet story that imparts the message that it’s important to look around and not take the world around you for granted. These animals are disturbed by the loud peeping of this little frog, but in their journey together to find the source of their annoyance, they are taken on a lovely spring walk. The book has a very simple narrative, with minimal characters and very few words on each page. It would lend itself to being read aloud very well.

Curriculum Tie Ins:

Standards

English/Language Arts

1.0   General Reading Processes: Comprehension: Students will use a variety of strategies to understand what they read (construct meaning).

Comprehension

1. Develop comprehension skills through exposure to a variety of print and nonprint texts, including traditional print and electronic texts

a. Listen to critically, read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas such as race, gender, disability, religion, and socioeconomic background

b. *Read a minimum of 25 self-selected and/or assigned books or book equivalents representing various genres

c. Discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situations

3.0 Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary text.

 

Author’s website: http://www.annehunterstudio.com

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Bear Has a Story to Tell

Bear Has a Story to Tell
Philip C. Stead, Ill. Erin E. Stead
9781596437456

Stead, P. C. 2012. Bear has a story to tell. NY: Roaring Brook Press.

Summary:
It is winter time and Bear is getting sleepy. But he has a story to tell! He has many friends in the forest, and so one of them must want to hear his story. Each of his friends however, from the squirrel to the frog, the duck and the mole, are all preparing for winter themselves, and so they do not have time to hear his story. He helps each of them to get ready, and they thank him for his assistance. Finally, it is late in the day and Bear is getting sleepy. So, he goes into hibernation. When Spring finally comes, he wakes up ready to tell his friends his story. He greets each of them and gathers them together to hear his story, but when he is ready to tell it he realizes he’s forgotten it! Winter is a long time for a bear to remember a story. Luckily, his friends help him out with remembering the story. It starts with Bear, who has many friends, and it is winter time, and Bear is getting sleepy.

Quantitative Summary:
ATOS Book Level: 2.7
Interest Level: Lower Grades (LG K-3)
AD540L

Qualitative Summary:
Really cute book with beautiful watercolor illustrations that are simplistic in nature. The pages each have only a few sentences on them, making them easy to read. The structure is low, with a chronological order, a single (omniscient) narrator, and a simple narrative structure. The language is also low, being very straightforward and using little to no figurative language. The knowledge demands are also low, requiring very little outside knowledge and focusing on relatable themes (story-telling, friendship, helpfulness).

Curriculum Tie Ins:
Tie ins for students learning about animals that hibernate, and how they prepare for winter. It’s also good for teaching thoughtfulness and helpfulness. Also good for teaching how to tell a story, how Bear’s story was about himself, and can show a conflict/resolution arc. The conflict is that Bear wants to tell his story, and the resolution is that he compromises and waits until his friends are back for Spring.

Standards:

MD CCSS

Gr. 3 English

English/Language Arts

1.0   General Reading Processes: Comprehension: Students will use a variety of strategies to understand what they read (construct meaning).

Comprehension

1. Develop comprehension skills through exposure to a variety of print and nonprint texts, including traditional print and electronic texts

a. Listen to critically, read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas such as race, gender, disability, religion, and socioeconomic background

b. *Read a minimum of 25 self-selected and/or assigned books or book equivalents representing various genres

c. Discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situations

3.0 Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary text.

Author’s website: http://philipstead.com/