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Annotated Bibliography

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by Nicole Johnson
Early Literacy
April 30th, 2015

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!2
Goggles!
Ezra Jack Keats

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Citation
Keats, Ezra J. Goggles! New York: Puffin Books, 1969. Print.

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Summary
In this book two friends named Archie and Peter, along with their dog Willie, are playing
in their hideout. By their hideout, one of the boys finds a pair of motorcycle goggles. Suddenly,
two big boys appear and they want to take the goggles from Archie and Peter. Archie and Peter
work together to out smart and out run the older boys. They trick the boys by saying they are
going to run to the parking lot when really they just run in a different direction, back to their
homes.

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Common Core State Standard
Reading - 1.2.b. Use end punctuation for sentences.

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Lesson
This book can be used in a read aloud as an example of different types of punctuation. It
could also be used as a prompt for students to write their own stories with the different types of
punctuation. The students may also re-write sentences from the book with different punctuation
and read them accordingly to see how punctuation changes how you read the sentence.

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!3
Seven Blind Mice
Ed Young

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Citation
Young, Ed. Seven Blind Mice. New York: Scholastic, Inc., 1992. Print.

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Summary
In this book there are seven blind mice, all different colors of the rainbow. One day, they
come across something strange by the pond. They each take turns running up the strange thing on
a different day of the week and report back what they found. They all reported different items; a
pillar, a snake, a cliff, a spear, a fan, a rope. They last mouse however took longer to examine the
strange thing. It concluded that if you put the pieces together, it is an elephant. The Mouse
Moral at the end is that its great if you know some parts but wisdom comes from seeing the
whole.

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Common Core State Standard
Reading - 1.9. Compare and contrast the adventures and experiences of characters in stories.

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Lesson
This book can be used in a lesson where students contrast each characters point of view
and what each mouse experienced when they explored the elephant. Students could also use the
book as a prompt for writing a story where their characters have different points of view that
come together to create a cohesive plot.

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!4
The Fourth Little Pig
Teresa Celsi

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Citation
Celsi, Teresa. The Fourth Little Pig. Austin: Steck-Vaughn Company, 1990. Print.

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Summary
This book starts off with the typical Three Little Pigs story. But then when they get to the
third home made of bricks, their sister, the fourth pig shows up at their door. They tell her to go
away because they think she is the wolf but she tells them its only their sister. She tries to get
them to go outside but they are too afraid. She tells them about all the wonderful things they are
missing out on but they do not budge. So pig four got mad and huffed and puffed and blew the
brick house down. The other pigs then see that there aren't any wolves outside after all and so
they all go on adventures and do the things their sister said they were missing out on.

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Common Core State Standard
Reading - 1.9. Compare and contrast two or more versions of the same story (e.g., Cinderella
stories) by different authors or from different cultures.

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Lesson
This book can be used in a lesson along with other versions (including the original) of the
Three Little Pigs. The students can read them and compare and contrast them using charts,
graphs, or orally. The students can also write a story using elements from different stories to
create their own version of the three little pigs.

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!5
Corduroy
Don Freeman

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Citation
Freeman, Don. Corduroy. New York: Scholastic, Inc., 1968. Print.

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Summary
This book is about a little stuffed bear in a department store. All the other toys were more
popular in the store, but one little girl came in that wanted to buy him but her mom did not have
enough money and the mom mentioned that he was missing a button too. So when the store
closed Corduroy went on an adventure to find his missing button. He came across a palace of
beds and lamps and sofas. He almost got a button from a sofa but the security guard found him
and returned him. The next morning the little girl came back with the money from her piggy
bank and takes corduroy home. She tells him that she likes him the way he is but he would be
more comfortable with another button so she sews one on for him.

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Common Core State Standard
Reading - K.6. With prompting and support, name the author and illustrator of a story and define
the role of each in telling the story.

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Lesson
The illustrations in this book are almost just as important as the text so in a lesson this
book could be used for students to identify who the author and illustrator is and what the book
would be like if one of them hadnt played their role in the making of the book.

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!6
Audrey Penn
The Kissing Hand

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Citation
Penn, Audrey. The Kissing Hand. New York: Scholastic, Inc., 1993. Print.

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Summary
This book is about Chester the Raccoon who is afraid to go to school and wants to stay
home with his mother. She tells him that sometimes you have to do things that are scary and she
also tells him about all the fun things he will get to do at school. Then she tells him a secret about
the Kissing Hand. She kisses his hand and tells Chester that whenever he misses her he can
press his hand to his cheek and fill him with toasty warm thoughts. So Chester gave her a
kissing hand too and he went off happily to school.

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Common Core State Standard
2.6. Acknowledge differences in the points of view of characters, including by speaking in a
different voice for each character when reading dialogue aloud.

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Lesson
This book can be used to discuss how different characters have different roles in the story.
The book can be read aloud with distinct voices for Chester and his mother. The students may
pay attention to how often each characters speak, and then write their own dialogues with
different characters, and practice reading them with a partner in distinct voices.

!7
The True Story of the 3 Little Pigs!
Jon Scieszka

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Citation
Scieszka, Jon. The True Story of The 3 Little Pigs! New York: Scholastic, Inc., 1989. Print.

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Summary
This story is The Three Little Pigs from the point of view of the wolf. The wolf had run
out of sugar while baking a cake. So he went to ask his neighbor, the pig in the straw house for a
cup of sugar. He also had a bad sneezing cold and so he accidentally blew down the house with
his sneeze which killed the first pig. He didn't want to just leave the pig there so he ate the pig.
He still didn't have his sugar and so he asked the other neighbor, the pig in the house of twigs,
but the sneezing incident happened again and he ate that pig too. The third pig said something
mean about his granny so when he was really mad and sneezing a lot the cops showed up and
arrested him. The newspaper twisted the story to make it more interesting and thats how the
original three little pigs story came about.

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Common Core State Standard
1.9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by
different authors or from different cultures.

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Lesson
This book can be used in a lesson along with other versions (including the original) of the
Three Little Pigs. The students can compare and contrast them using charts, graphs, or orally.
The students can also write a story using elements from different stories to create their own
version of the three little pigs or even a story from the point of view of the granny.

!8
Gingerbread Baby
Jan Brett

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Citation
Brett, Jan. Gingerbread Baby. New York: Penguin Putnam Books for Young Readers, 1999.
Print.

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Summary
In this story a little boy wanted to make some gingerbread boy cookies, but he was too
impatient and did not wait long enough to take the cookie out. So when he opened the oven, out
popped a gingerbread baby. He escaped and the boys family and the rest of the town chase him
all over trying to catch him. The boy, Matti stays back and bakes a gingerbread house and
catches him. The family and the rest of the town thought they lost the gingerbread baby but it
turned out that Matti just set a trap for him in the gingerbread house and the gingerbread baby
was very happy in the end.

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Common Core State Standard
2.7. Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.

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Lesson
This book has very detailed and intriguing illustrations so before reading the book, the
teacher can do a picture walk through except for the last page and have the students make
predictions about what is going on and what will happen in the end. They can then read the book
and compare their predictions to what actually happened.

!9
King Bidgoods in the Bathtub
Audrey Wood

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Citation
Wood, Audrey. King Bidgoods In The Bathtub. San Diego: Harcourt, Inc., 1985. Print.

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Summary
This book starts off with the page coming to ask for help because the King wont get out
of the bathtub. Many people including the Knight and the Queen offer up reasons why the King
needs to get out of the bathtub like that it is time for battle or time for lunch, but the King just
responds that today we do that in the tub. In the end after every one else has tried to persuade
him to leave the tub, the page comes up with the idea to just pull the plug.

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Common Core State Standard
2.4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines)
supply rhythm and meaning in a story, poem, or song.

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Lesson
This book has a very distinctive pattern and the page is always asking what to do because
King Bidgood wont get out of the tub. The students can verbally describe what the pattern is and
discuss where the pattern changes (i.e. when the page decides to pull the plug) and how that goes
along with the plot.

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!10
Olivia
Ian Falconer

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Citation
Falconer, Ian. Olivia. New York: Atheneum Books for Young Readers, 2000. Print.

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Summary
This book is about a little pig named Olivia. She is good at many things including scaring
her brother and making sandcastles and copying paintings that she sees in the museum, on her
wall at home. A typical day for her is very busy and at the end of the night Olivias mom tucked
her in after reading her bedtime stories and tells her, You know, you really wear me out. But I
love you anyway.

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Common Core State Standard
Foundational Skills - K.1. Demonstrate understanding of the organization and basic features of
print.
a. Follow words from left to right, top to bottom, and page by page.

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Lesson
This book is great for learning which way words are read on a page. It goes left to right as
well as top to bottom. Students can practice following along in their own versions of the book
while a teacher reads it aloud. The teacher can discuss with the students what the story might
sound like, it wouldnt make much sense and itd be a little silly, if it wasnt read in the correct
order.

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Arthurs April Fool
Marc Brown

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Citation
Brown, Marc. Arthurs April Fool. Boston: Little, Brown and Company, 1983. Print.

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Summary
In this book Arthur is getting ready for his schools April Fools assembly but he is
worried about a bully named Binky Barnes. He was so worried that he could barely focus on his
act. Binky Barnes volunteers to go up on stage during Arthurs act and he starts to mess up and
get embarrassed but then he says for his next trick he is going to saw Binky in half. Binky gets
scared and runs off stage. After the assembly, Arthur tricks him again and gives him a note that
says April Fools. So in the end Arthur gets back at Binky for bullying him in a safe and silly way.

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Common Core State Standard
1.3. Describe characters, settings, and major events in a story, using key details.

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Lesson
This book has lots of characters, is set in a very specific place, and has a few major
events. The students can read the book as a class, and then individually or in small groups come
up with a summary of the characters, settings, and major events in the story using bullet points or
charts. The students can also do readers theater to recreate the story in their own summarized
words, making sure to cover all the key details they used in their bullet points/charts.