CKnight 5/5/11                          Children’s Annotated Bibliography1. Pinkney, Jerry. (2009). The Lion & the Mouse. ...
CKnight 5/5/113. Reeve, Philip. (2007). Here Lies Arthur. New York, NY: Scholastic Press.      Carnegie Medal, 2008. For G...
CKnight 5/5/115. Weatherford, Carole Boston. (2006). Moses: When Harriet Tubman Led Her People toFreedom. New York, NY: Hy...
CKnight 5/5/11gray. The reader will notice a hidden frog in every other page which lends to the fun that areader in grades...
CKnight 5/5/11how the author arrived at this story provides the reader with historical reference. The character,Karana, at...
CKnight 5/5/11themselves laughing while reading that scene and perhaps, they may take away how to be abetter friend becaus...
CKnight 5/5/11sister was placed in a different class than me. I read a few of the poems to my children, ages 8and 9, who l...
CKnight 5/5/11One of the areas I found most enjoyable were the side articles that were especially for kids. Forexample, th...
CKnight 5/5/1116. Ryan, Pam Munoz. (2000). Esperanza Rising. New York, NY: Scholastic Press.       Pura Belpre Award, 2002...
CKnight 5/5/11done in a way that young boys can relate to and it the way in which facts and details arepresented are done ...
CKnight 5/5/11and green for the rest of the pictures. The font used in the letters matches the letter idea andlooks like i...
CKnight 5/5/11artists. They were believable, mature, and truly made you feel their emotions. The specialeffects were amazi...
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Children's Annotated Bibliography

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A list of award winning books with descriptions for educators and librarians

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Children's Annotated Bibliography

  1. 1. CKnight 5/5/11 Children’s Annotated Bibliography1. Pinkney, Jerry. (2009). The Lion & the Mouse. New York: Little, Brown and Company. 2X2 Reading List, 2010. For ages 4-8.Pinkney’s The Lion and the Mouse is a wonderful depiction of Aesop’s fable. The picturesmatch the Aesop’s fable story. The pictures show the animals in the Serengeti and their actionsare well depicted. The owl looks scary as it sweeps down to capture the mouse. Mr. Pinkneydoes a good job of showing the fear of the mouse and the quick getaway. Children willunderstand the events of the story even without any words. This book would make a niceaccompaniment to reading the traditional Aesop’s fable to children. Also, Mr. Pinkney does agreat job showing the emotions of the lion, from irritation, to fear, to gratefulness.The illustrations were created in watercolor and colored pencil. The colors used are shades ofyellow, orange, green, blue, and brown. The illustrations tell the story of Aesop’s fable. Theillustration of the body of the lion takes up two pages showing how large the lion is incomparison to the small mouse. The illustrator further places the animals in proper sizeperspective when he includes a butterfly and a dragon fly on the same pages as the lion and themouse. The drawings are compelling, particularly the illustration of the lion roaring whencaught in the poacher’s net.2. Juster, Norton and Chris Raschka. (2005). The Hello, Goodbye Window. New York, NY:Hyperion Books for Children. Caldecott Medal, 2006. For ages 4-8.The illustrator depicts night, on page 11 and 12, in a way in which children will understand thedifference in time, through the use of dark blues, greens, and yellow for the stars. The storyreminds me of trips to visit my own grandparents and the simple activities we would engage in.Children will relate to the story and how the grandparents entertain the child. I thought thetheme of this book, a child spending time with her grandparents, to be sweet, especially how thegrandfather makes her his specialty of oatmeal with hidden bananas and raisins and how the littlegirl knows that “nothing happens” when she takes a nap.The mixed media drawings look like they could have been drawn by a child. The colors used arebright orange, yellow, red, green, and blue. The characters are believable and consistent withhow grandparents may behave and speak with their grandchild. Also the plot is realistic wherethe grandchild helps her grandmother garden, has to take a nap, and experiences both happy andsad feelings when her parents come to pick her up. The text is happy and seems like a childwould actually speak in this manner. The characters depicted are of an interracial backgroundwhich represents many children who may read this book.
  2. 2. CKnight 5/5/113. Reeve, Philip. (2007). Here Lies Arthur. New York, NY: Scholastic Press. Carnegie Medal, 2008. For Grades 7-10.This book provides an interesting twist on the traditional King Arthur tale. In this version, it isuncertain whether King Arthur is a hero or a villain. The first few chapters detail a shapeshifting girl running for her life from the village King Arthur and his knights just ransacked. Ienjoyed the way characters were described. The reader could almost picture certain charactertraits, for example, when the character Ceri is described, the author states, “She looks the waythe rest of us look in our dreams. She has corn-gold hair, and grey eyes with flecks of gold andcopper in them (pg.158).” As a whole, the book was a fantasy adventure with a lot of action thatyoung adults will enjoy.The author designed an intriguing plot for children who are familiar with the King Arthur story.For those who aren’t, the story itself is well written and the character is relatable for middleschool children. The main character, Gwyna, changes forms often and at times, I found myselfconfused as to which character the particular chapter was about. The magician doesn’t have thefamiliar name of Merlin, but has the name of Myrddin. This character is a bit more suspiciousthat than the traditional Merlin but intriguing nonetheless. The length of the book is consistentwith young adult literature.4. Javernick, Ellen. (2009). The Birthday Pet. Tarrytown, NY: Marshall CavendishCorporation. Children’s Choices, 2010. For grades Preschool to grade 2.I thought The Birthday Pet was funny and age appropriate. The youngest child was havingtrouble getting his family to actually listen to what he wanted. Danny not only told them but alsodressed up as a turtle and created a box for his shell. Still, his family tried giving him differentpets with disastrous results. The funniest part of the story were the facial expressions of Dannyand the animals, including how scared Danny looked when the rat’s beady eyes kept staring athim on page 13 and 14. Also, this book teaches children and adults a great lesson regardingchoosing the pet that is right for you.The illustrations are bright using child friendly, primary colors of green, blue, yellow, red, andorange. The text difficulty is easy and matches the intended audience. There are few words perpage and the illustrations match the text. The illustration of the dog running off and Dannyfalling, covers two pages, with the large dog taking up most of the space. This demonstrated thesudden uncontrollable movement of the dog. The illustrator demonstrated the emotions of thecharacter and various pets through body language and through facial expressions. The languageused would make this book a successful read aloud to a child. The rhyming is also suitable forthe intended age level of the audience.
  3. 3. CKnight 5/5/115. Weatherford, Carole Boston. (2006). Moses: When Harriet Tubman Led Her People toFreedom. New York, NY: Hyperion Books for Children. Coretta Scott King Award, 2007. For grades 2-5.One of the main elements I enjoyed in this book was the dialogue between Harriet Tubman andGod. Each time Harriet experiences doubt and fear, God responds by providing words ofcomfort and strength to help her on her journey. I also enjoyed the incorporation of lyrics fromtraditional Negro spirituals. One of the most beautiful illustrations was on pages 19 and 20where Harriet is guiding a boat down a river by moonlight. The colors used on this page aredeep shades of blue, white, gray, and black. Also, Harriet is depicted as a very strong personthrough how her facial expressions were drawn by the illustrator.The cover depicts Harriet Tubman within a glow and matches the title Moses. The colors usedare various shades of brown, blue, and other earth tones. The author begins with a short synopsisexplaining what slavery is, which is an accurate representation of the history of Americanslavery. While the subject matter is mature, the author was able to present the text in anappropriate readability for the grades intended. The language that Harriet uses is realistic of aslave who may not have learned to read or write. Her escape to the north is depicted well by theillustrator by the use of dark hues of black, brown, and gray to depict the time of day but alsodepict the fear and trepidation Harriet probably felt on her journey.6. Balliett, Blue. (2004). Chasing Vermeer. New York, NY: Scholastic Press. Edgar Allan Poe Best Juvenile Award, 2005. For grades 5-8.One of the elements I enjoyed in this book was learning about the pentominoes that appearedthroughout the story. Also, the references to Vermeer were interesting as I read The Girl withthe Pearl Earring in our young adult literature class. Unfortunately, I felt the plot to be a littleslow and it wasn’t until a third way into the book that I realized what the mystery was. I alsofound interesting the letters sent between friends entirely in a code they made up. The reader hadto decipher the letters use the code in order to understand what was written. This made parts ofthe book interactive for the reader.The characters in the story represent twelve year olds in their manner of speaking and also intheir curiosity. Since this was a mystery, there was a certain amount of suspense throughout thenovel. The references to Vermeer, including the facts surrounding his paintings were believableand accurate. The author demonstrated her expertise in art history which reflected her educationas stated on the back page. The illustrations were all in black and white and were created by thesame artist who created the illustrations for the Lemony Snicket, Series of Unfortunate Eventsbooks. The theme of mystery is consistent within the black and white illustrations with shades of
  4. 4. CKnight 5/5/11gray. The reader will notice a hidden frog in every other page which lends to the fun that areader in grades 4-8 may be looking for.7. Pinkney, Andrea Davis and Brian Pinkney. (2009). Sojourner Truth’s Step-Stomp Stride.New York, NY: Hyperion Books. Jane Addams Children’s Book Award. For grades K-3.This was an interesting version of the life of Sojourner Truth. I appreciated the simplisticlanguage and the emotion drawings. I think this would make a great read aloud to youngelementary children. Also, the illustrations were heart wrenching, for example, the story beginsby describing how strong Belle is and how her slave master decided to sell her. The illustrationthat accompanies these words shows Belle’s parents on the left side of the page reaching for theirdaughter, while on the right page, the illustrator shows Belle trying to run off the back of thewagon to get to her parents. The story provides insight to the inhumane nature of slavery thatreaders will be able to comprehend.The first element that caught my eye was the use of pastels and colored pencils within theillustrations. There seemed to be movement throughout the story where the character, SojournerTruth, represents strength and determination. The drawings of Sojourner Truth reflect strengthin the use of strong lines, sometimes broad and sometimes thin, but very angular. The colorsused were yellow, blues, brown, and green. The illustrator demonstrated Sojourner Truth’senslavement through dark hues of yellow and brown. Then, as Sojourner Truth achievesfreedom, the colors change to bright green, blues, and yellow which helps the reader feel theemotions Sojourner Truth probably felt. The author tried to explain some serious topics, like thedefinition of slavery, in a way where young children would be able to understand. For example,the authors placed the term slavery in context by stating, “Belle hated being treated as property(page 6).”8. O’Dell, Scott. (1960). Island of the Blue Dolphins. New York, NY: Houghlin Mifflin. Hans Christian Andersen, 1972. For grades 5-9.I have mixed feelings regarding this book. There were times where I was excited, worried, andawed by the main character, Karana. However, there were other moments in this book thatseemed to drag. One of the big surprises is the death of her little brother Ramo. I enjoyed therelationship of Karana and her dog and how her dog defends her against the leader of the wilddog pack. Karana showed spirit and strength and I was impressed with how she created shelter,clothing, and fed herself, even though she was left all alone of the island.The dense text and difficulty of words reflects the older elementary or middle school reader. Thedescriptions of the culture of the inhabitants of this island seemed accurate and the description of
  5. 5. CKnight 5/5/11how the author arrived at this story provides the reader with historical reference. The character,Karana, at times represented a teenage girl, yet, at other times seemed much older than her years.The author demonstrated these character traits in a balanced manner as she seems childlike in thebeginning of the book when her family and community are still present with her. Yet, the readercan tell that Karana matures as she experiences life upon the island along and deals with all thedangers this represents.9. Gravett, Emily. (2007). Little Mouse’s Big Book of Fears. London, England: MacMillanChildren’s Books. Kate Greenaway Medal, 2008. For grades Kindergarten-4.I was excited by the drawings of the mouse and tickled by some of the situations she foundherself in. Then I began to read and realized how much content was in this children’s book andhow much a book like this would help children face their own fears. The funniest illustrationshowed the mouse exclaiming how afraid he is of being sucked down the toilet or going downthe drain. The illustrations look like snapshots and show the mouse near and subsequently in thetoilet.Students in the intended grades will appreciate this lighthearted book dealing with seriouslyscary topics for young children. The color scheme is monochromatic with the use of just 3 maincolors: black, white, and small hints of red. The pages also used a lot of beige. Surprisingly thepages were actually torn or had rough edges, or parts missing. The author spoke to her audiencein an easy to understand language even though she explained difficult scientific terms definingvarious fears. Children will be able to relate to the fears, especially since the illustrationsdirectly represent what the fear entails. The fear of the dark had an adjacent page that was allblack, which actually makes the reader feel afraid. The theme of this book was stated as, “A fearfaced is a fear defeated,” and the author encourages the reader to share his or her own fears bywriting them directly on the page. The torn pages may help the reader feel more comfortable todirectly write in a book.10. Marshall, James. (1972). George and Martha. New York, NY: Houghton MifflinCompany. Laura Ingalls Wilder, 2007. For ages 4-8.I’ve heard teachers mention the George and Martha books but I never had the opportunity to readthem. I’m so glad I did. I enjoyed the friendship between the two and the brief positivemessages the stories provide for children. The story where George liked to look in windows andsaw Martha in the bathtub was hilarious. It was especially funny when she threw the whole tubover her head and exclaimed that friends respect one another’s privacy. Children will find
  6. 6. CKnight 5/5/11themselves laughing while reading that scene and perhaps, they may take away how to be abetter friend because of reading about George and Martha.The cover is bright yellow with two pictures of the main characters, George and Martha. Eachtime George and Martha appear in the book they are colored in shades of gray. The pages areprimarily white, yet have pops of color throughout. The colors of the pea soup is a shade ofgreen, the tablecloth has yellow and orange flowers, and the hot air balloon also uses the colorsof green, yellow, orange and pink. The level of readability fits the intended audience and alsomatches with an adult reading this book aloud to a child. There is a small amount of textfollowed by an adjacent picture which matches the context of the story. The camaraderiebetween the characters and the types of comments match the theme of friendship and how a childmay respond in certain situations.11. Stolz, Joelle. (1999). The Shadows of Ghadames. New York, NY: Delacorte Press. Mildred Batchelder Award, 2005. For grades 5-8.I thoroughly enjoyed The Shadows of Ghadames. It was interesting to read about a culture muchdifferent from our own, one that retains the traditions of Islam yet incorporates traditions mucholder in daily life. While the seriousness of women’s roles was highlighted, also unexpectedhumor occurred. For example, when Abdelkarim contributed his not being caught to God havingchosen him, the second wife, Bilkisu points out how lucky he was that she decided to investigateand how, “God did not make him any lighter to carry (page 45).” I felt the trepidation that theyoung girl, Malika, felt regarding the uncertainty of her future. I felt this would be a great bookto recommend to girls in grades 5-8.This novel was originally written in French by a French journalist. This journalist spent time inthe city of Ghadames and interviewed residents who talked about their experiences growing upon the rooftops. The references to the Muslim faith were accurate based on other books I’ve readand my own experiences. The depiction of the characters matched how one may imagine womenin that culture may feel or experience daily life. There were no illustrations in this book otherthan the cover page. The cover page depicted the white washed buildings, with red henna tattoossurrounding the outer cover of the picture. In conclusion, the author stayed true to the cultureand demonstrated a respectful picture of life for women in Ghadames.12. Hopkins, Lee Bennett. (2005). Oh, No! Where Are My Pants. New York, NY: HarperCollins Children’s Books. NCTE Excellence in Children’s Poetry, 2009. For grades 2-5.I truly enjoyed the poetry in this book. My favorite was the simplistic First Day by Susan HartLindquist because it reminded me of the first day of school and learning that once again, my twin
  7. 7. CKnight 5/5/11sister was placed in a different class than me. I read a few of the poems to my children, ages 8and 9, who laughed groaned and laughed outloud. Their favorite poem was Oh, No! by KatieMcAllister Weaver and it took them a moment to figure out where the worm’s head went. It wasfunny to watch their response to this poem and the pictures.This book is well organized and includes a table of contents helping readers locate a favoritepoem by an author. Children will be able to relate to the topics of the first day of school, a friendmoving away, an embarrassing moment, and an awful day. The illustrations use muted shades ofgreen, yellow, red, orange, pink, and blue. The pictures match the content of the poem and areon the adjacent page of the poem. The poem, At the State Fair with the adjacent illustration bothmatch the mood of a child’s fear of being stuck at the top of a ferris wheel. The experiencespresented in this book match the experiences that the intended audience may find themselves inor have already experienced.13. Kadohata, Cynthia. (2004). Kira-Kira. New York, NY: Atheneum Books for YoungReaders. Newbery Medal, 2005. For grades 6-9.I appreciated reading about the South through a perspective that was not Black or White. Thestory was endearing in how Katie reflected and tried to understand the sacrifices her family madein order to own a house. The descriptions of her mother working in the chicken factory were sadand inhumane, particularly when the author describes how workers were forced to wear a specialpad because they could not leave the line for bathroom breaks. Another interesting aspect wasthe mother’s viewpoint about unions and how she felt that joining a union equated to doingsomething bad to the boss who was only trying to help them. This was a very enjoyable bookand I took away that idea that Americans of all cultures sacrificed much to live what theyconsider to be the American dream.This coming of age story reflects the thoughts and feelings of a young Japanese girl who hasmoved from Iowa to Georgia. Some of the experiences reflect the age of the main character, likewhen Katie makes little balls out of white bread or when she gets angry about her sister’s“phony” friend and punches her. The references to issues that occur while living in a Southernstate seem accurate with White mothers ignoring the Japanese mothers and how the family is notallowed to stay in one of the front hotel rooms because of their skin color. This book does havemore mature themes, including the kids wondering about sex, kissing, and death, which fits theintended audience for this book which is middle and high school age.14. Montgomery, Sy. (2006). Quest for the Tree Kangaroo. New York, NY: HoughtonMifflin Company. Notable Children’s Books, 2007. For grades 4-9.
  8. 8. CKnight 5/5/11One of the areas I found most enjoyable were the side articles that were especially for kids. Forexample, the author offers advice to kids encouraging them to follow their passions and providesa five step process for learning about animals. The photos from Nic Bishop were fantastic and italmost felt like the reader is seeing something that many others have not seen. I learnedinteresting facts regarding some of the animals including a bird that has poisonous feathers andskin to prevent predators from eating it. Due to the large amount of text and the type of wordingused, it is obvious that this book is for the older reader. It would be important for teachers andlibrarians to teach how a nonfiction book such as this one, can be enjoyed through locating areasof interest to the reader.The author does a good job of relating the details of what she sees by the use of first person. Thecolorful maps and photos help support the context of the facts and details presented in the book.The language used pulls the reader into the story and is written with upper elementary andmiddle school students in mind. For example, the author exclaims, “In a place like this, we halfexpect a hobbit or a troll to show up (p.7)”, which will help students better imagine theenvironment is being something they would almost see in a fantasy. The book is organized bythe timeline of their adventure and starts with the beginning of the trip, and the places that theyvisit along the way. The author also does a great job of explaining concepts, definingterminology, and providing explanations for each of the pictures used.15. Aston, Dianna and Sylvia Long. (2006). An Egg is Quiet. San Francisco, CA: ChronicleBooks. Orbis Pictus Award Recommended, 2007. For Preschool-2nd.The art work is amazing real looking even though it was created with ink and watercolor. Theaddition of interesting facts will grab students interest, for example, the artists describe howladybugs first meal is the egg case they come out of. I found myself being surprised by theactual sizes of the eggs. The hummingbird egg is about the size of a jellybean and the authorprovided a proper sized ruler at the top of the page to help readers truly imagine the real size ofthe eggs. I found this book enjoyable and I was able to learn a lot about eggs while enjoying theillustrations.The artwork was created in ink and watercolor and many colors are represented. The author andillustrator accurately matched the appearance of various eggs animals lay within this picturebook. The end papers are robin egg blue with white, brown, and black speckles. The book isorganized as a nonfiction book with the titles written in large script. Both pages are covered indrawings of various eggs with each egg labeled by the animal that it belongs to. The font used tolabel each egg is in print making it easy for children to read. Each title represents the topic forthat page for example, pages 7 and 8 the topic is how eggs are shapely. Many of the eggs aredrawn in the actual size the egg would occur in nature, which will peak children’s interests.
  9. 9. CKnight 5/5/1116. Ryan, Pam Munoz. (2000). Esperanza Rising. New York, NY: Scholastic Press. Pura Belpre Award, 2002. For grades 6-9.Growing up in California, I learned much about Cesar Chavez and the plight of migrant workersthrough California. It was interesting to read about this topic through the perspective of a youngMexican girl. I appreciated the added note by the author and learned that the story comes fromher own grandmother’s experiences. The other experience I found enlightening was the earlymemories of living a life where she is waited on by servants. Many times in the past I’ve readabout unsavory or negative aspects regarding life in Mexico so it was interesting to read aboutEsperanza’s life in Mexico prior to tragedy.The author’s use of Spanish words and phrases sprinkled throughout provides the reader with acultural understanding of the Mexican culture. For example, Abuelita, who means the world toEsperanza responds with both Spanish and English words, “No hay rosas sin espinas. There areno roses without thorns (p.14),” which teaches Esperanza phrases of wisdom one might hear anygrandmother say to their family members. The themes in this book are for an older child, asthere is death and the ill treatment of migrant workers. Children will appreciate the message ofhope and rising above the negative experiences life may present.17. Nelson, Kadir. (2008). We Are Ship: The Story of Negro League Baseball. New York, NY:Hyperion Books for Children. Robert Sibert Medal, 2009. For ages 9-12.I was very touched by the forward written by Hank Aaron. I remember watching my brotherplay baseball throughout his career and wondering why there were so few African Americans.My daughter currently plays softball and is the only African American on her team. So few iswritten that discusses the Negro leagues so I was thrilled to read We Are Ship to my children. Ihope that they take away from the experience to work hard and to honor the sacrifices of thosethat came before them in the sport. In addition, the paintings by Kadir Nelson were beautifuldepictions of historical athletes and the pictures looked realistic with the various shades ofbrown, the full lips, and captured the action of baseball beautifully.The foreword by Hank Aaron, and the quotes by players in the Negro Leagues, provided a goodcontext to delve deeper in to this area of history. Also, the organization of this book fit thebaseball theme with the titles being named after game innings. This book also includes asubstantial index where readers can easily locate famous players and other topics. Theinformation seemed accurate and included a bibliography listing resources where readers canlocate more information regarding the Negro Leagues. The language used matched how I wouldimagine a player would speak in the early 1900’s. The presentation of Negro League history is
  10. 10. CKnight 5/5/11done in a way that young boys can relate to and it the way in which facts and details arepresented are done in regular language that children can relate to.18. Curtis, Christopher Paul. (2007). Elijah of Buxton. New York, NY: Scholastic. Scott O’Dell Award, 2008. For ages 9-12.I found this book to be very interesting as it taught me about a Canadian settlement owned andmanaged by freed slaves. The story is told by the first free born child, Elijah Buxton. Many ofthe situations Elijah finds himself in are laugh out loud funny, like when Elijah plays a trick onhis mom with a toad that she fears then she turns around, weeks later, and scares him by puttinga snake it he cookie jar. There were also moments of beauty like when Elijah’s father exclaimshow beautiful a day in Buxton it is and how beautiful the runaway slaves are because they arefree. This is a great story for children to get a better idea of the settlements freed slaves createdand also to get an idea of what life may have been like as a free, young Black boy during thetime of slavery.The type of language used represented the language that probably would have been used byslaves who escaped to freedom. The activities of Elijah were a good representation of what aboy his age might participate in during the 1800’s. Some of the phrases used by the charactersaccurately reflect the southern roots that many of the inhabitants of Buxton escaped from, forexample, referring to a respected female elder as, “Mahdear”. It is clever how the author wovethe serious and sometimes dangerous times of slavery around the humorous events Elijah findshimself in.19. Stevens , Janet and Susan Stevens Crummel. (2008). Help Me, Mr. Mutt!. Orlando, FL:Harcourt Books. Texas Bluebonnet Award, 2010. For ages 4-8.Help Me, Mr. Mutt is a funny book for kids who like dogs. The pictures show dogs engaged inactivities that would make the reader laugh, especially the picture of the dog trying to dunk thecat in the toilet on page 25. This book can be for any child who liked humor or pets. Theorganization and brief text is great for reluctant readers. Girls will enjoy the snarky responsesfrom the Queen cat written on pink paper with a crown. Also, this would be a great book to usewhen teaching students how to write letters. The majority of the letters follow the proper letterformat and as an assignment, students can pretend their either a dog asking for advice, or theycan write as the Queen cat and respond to Mr. Mutt’s letters.The drawings of the various dogs are accurate. The book is organized in a letter format from thedogs for advice from Mr. Mutt, who also answers in letter format. The pictures match thecontent of the letters. The colors used are black and white for the photos, yellow, red, brown,
  11. 11. CKnight 5/5/11and green for the rest of the pictures. The font used in the letters matches the letter idea andlooks like it was created with a typewriter. The language used matches the age of the audiencefor which this book was created for.20. Montes, Marisa. (2006). Los Gatos Black on Halloween. New York, NY: Henry Holt andCompany. Tomas Rivera Award, 2008. For grades 1-4.What an enjoyable Halloween read! I enjoyed the Spanish Halloween words and appreciated theglossary at the back of the book. The illustrations were spooky, yet friendly for children. Thisbook would make a great read aloud for the classroom. It would be an interesting activity toextend this book by having students create their own Halloween stories yet, change some of theimportant words to another language. Los Gatos Black on Halloween was a great combinationof the Spanish and American culture reflected in the holiday of Halloween.One of the first elements I noticed was the dark colors used throughout the book, starting withthe cover page, including the in pages and many of the pages throughout the story. The use ofrhyme within the text is fun and matches the readability of the intended audience. The colorsused were shades of black, gray, blues, and oranges. The illustrator used curvy lines to depictthe spooky movement of trees in an eerie wind. Also, culture was represented not just in the useof Spanish words but also in the costumes of many of the ghostly characters that appear in thestory. The Spanish words used are accurate and the children who listen or read the story willrecognize many of the words while learning new ones.21. Doyle, Gerard. (Speaker). (2005). How to train your dragon [Audio Recording]. RecordedBooks, LLC.I truly enjoyed listening to How to Train Your Dragon on audio. Usually audio versions ofbooks tend to put me to sleep. The narrator made this story funny and exciting where youwanted to listen to it at all times. My children enjoyed listening while we were driving and astheir bedtime story. The unabridged version was interesting and overall this was a very goodquality recording.The sound recording was extremely clear. The accent of the narrator reflected the setting ofScotland where the story takes place. The accent did not sound like someone was acting, itsounded genuine. The narrator sounded like the main character who is a young boy and thenarrator made the voice of the adults believable for the listener. This audio book was engagingand it sounded as if I was listening to a movie. I downloaded the unabridged audio version fromaudible.com and the quality was better than some of the other books I have downloaded fromthat site. This was a quality recording using a quality narrator.22. Barron, D., David Heyman and J.K. Rowling (Producers). Yates, D. (Director). (2010).Harry Potter and the deathly hallows. England: Warner Brothers.I am a huge Harry Potter fan and have enjoyed all of the movies. Yet, this movie surpassed myexpectations by far. The actors for the three main characters have truly honed their skills as
  12. 12. CKnight 5/5/11artists. They were believable, mature, and truly made you feel their emotions. The specialeffects were amazing and this movie reflected the book exactly. This was the first movie thatactually made me jump a number of times. The movie moved quickly through the forest sceneswhich I enjoyed since the book seemed to drag during this part of the plot.The actor’s ability represented the maturity of the actors. When the series first began the actingmatched the age of the actors. This time, the actors have matured in age and it shows that theyhave worked with professional, award winning, actors of Great Britain. The movie closelyfollows the storyline of the book which appeals to the fans of the books. One situation wasplaced in the movie that made me close my young children’s eyes. The scene between Harry andHermione, naked in each other’s arms, is not present in the book to my recollection. Definitely,children will enjoy this movie, especially if they have watched in of the other movies in theseries. There are parts that will scare younger children, but the movie provides warning throughthe sound effects. Many parts of this movie will have children on the edge of their seats due tothe suspenseful nature. This movie is rated as PG-13 and is not appropriate for younger childrenin my opinion due to the torture and the scene involving Harry and Hermione.

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