Pinkalicious: The Pinkerrific Playdate

Pinkalicious: The Pinkerrific Playdate
By Victoria Kann


Kann, V. 2011. Pinkalicious: The pinkerrific playdate. NY: HarperCollins.

There’s a new girl in school named Rose. Pinkalicious and her friend Alison invite her to play jump-rope with them, and then they eat lunch together. Pinkalicious invites Rose over for a fun playdate that she has all planned out. They do some of the things that they planned, but spend a lot of time talking too, so much so that before she knows it, its time for Rose to go home. This just might have been the best playdate ever.
Quantitative Summary:
Lexile: 210L
ATOS Book Level: 1.8
Interest Level: Lower Grades (LG K-3)

Qualitative Summary:
This is a beginning reader book which bridges the gap between picture books and chapter books. Pinkalicious is a series that focuses on the main character, Pinkalicious. This is a level-1, so it consists of simple sentences and concepts along with illustrations. The complexity of this book is low, with a simple narrative storyline, very few characters, one single narrator, relatable experiences (new friends, playdates), and straightforward chronology. The language was simple and easy to understand, and there was no allusion to other texts.

Curriculum Ties
This book reinforces positive elements of female friendships, and positive relationships with siblings. It could be used in units on family or friends, and especially when navigating new children to the class. The level-one readers are great for kids who are just beginning to learn to read on their own, especially those excited at more “grown up” looking kids books.



English/Language Arts

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


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.

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