autumn schaffer reading_log_3

Autumn Schaffer Reading Log 3

Reading Log 3: Biographies & Informational Text

I. Biographies:

**Title: Bio-Graphics: Anne FrankPublisher/Date of Publication ABDO Publishing (2008)Author Joe DunnIllustrator Ben DunnGenre BiographyFormat Graphic Novel/ Picture BookAward

Reflection: a. Evaluation Criteria for Biographies (pg. 464 of Norton Textbook)

This text can certainly be considered “good literature” seeing as it has accurate characterization, factual accuracy, a worthy subject, as well as appropriateness for the particular targeted audience. The subject, or course, is focused upon Anne Frank, who becomes the main character within the story. Her story also incorporates the story of many other Jewish individuals being persecuted during the time of the Holocaust. During such a time of great controversy, it is not uncommon that many recollections would be incorrect, biased, or only partially portrayed. Also, since the Jews were persecuted, many of their information and stories have been lost through out these time periods. This makes her story worth hearing, but it is almost like a voice for the entire Jewish population of the time. Also, her characterization is important seeing as she was a child, of the age of many of her readers. The text is also appropriate for the selected age group, which is around second to fifth grade students. The text has appropriate vocabulary and only highlights Anne Frank’s life. Her entire story is not told, but enough is portrayed for the students to gain the meaning of it. Also, the more horrific elements of the Holocaust are omitted and the tragedy of her story is hinted at and communicated in a meek and respectful manner.

The subject of this text, which is a generalization of Anne Frank’s life, is absolutely worth reading. It portrays a struggle of a young girl, while also portraying a historical time period as well. Facts about the Holocaust are also included in a passive manner within the story of the young girl. It does not become the main focus, however, so that it is overbearing and begins to mimic a textbook. The story stays true, with a plot and developing characters. One can only tell that this is an actually story of real individuals by knowing background information or being told about the historical significance of the tale.

Occasionally, the text contains dates of specific and major events within the time of the World War and Holocaust. This helps the students relate their lives and the historical timeline of the book. Also, an actually timeline is located within the back of the book to allow the students to understand how the life of Anne Frank proceeded, what the high points where, and what a short time she actually lived. The characters of Anne Frank, her


family, and the Nazi army are all portrayed from the historical sense of how they are viewed in history now. The Nazi army is of course portrayed as forceful and malicious, without being too graphic. The Nazi standpoint of their views towards the subject and their motive for acting in such a way are not detailed, yet this perspective is not highly detailed elsewhere in historical books.

The author attempts to distinguish between fact and opinion through the use of Anne Frank, the character. Background information, which serves as the facts about all else is portrayed from a narrator outside of the character. Anne then provides the information, which actually was also proven to be fact about the time period, but might be slightly opinionated based upon her situation and limited scope, as she writes in her diary.

The author’s style is unique in that it is portrayed in a graphic novel or comic book sense. This way there is a clear distinction of dialogue and action within the story. One can certainly determine the interrelationships among the characters in this sense as well.

This book does not contain any primary photo sources. Instead, all of the images are draw and depicted in graphic art style. They do appear, however, to portray a historical accuracy of Anne and her family, as well as the setting and scenes of the war and Holocaust. The scenes, however, lack violence and the true gruesomeness of the actual scenes. This is probably done for the target audience, which of course are young readers.

b. Evaluation Criteria for Illustrations (pg. 119 of Norton Textbook)

The illustrations are unique in the sense that they follow what one would normally categorize as graphic art. The scenes could be compared to anime type art. The lines are thin and detailed; the colors are neutral but realistic. The most notable detail, however, is the movement that the characters seem to express and portray within the scenes. It should also be noted that the detail of the character’s facial expressions allow the reader to view the scenes and predict what is occurring without actually reading the text. Since this is a graphic novel, and the scenes correlate page to page, many depicting similar or sequential scenes, the illustrators portray a sense of unity among them- making sure that the entire book is fluid and continuous.

The literary style and the illustrations correlate perfectly due to the fact that they are so ingrained and closely related to one another. The dialogue given to the characters must mimic what they are portraying with their expressions and body movements within the illustrations. The partnership of the authors within this text makes sure to correlate both so that the words and actions line up precisely.

In true graphic novel style, the illustrations are conducted in a way that allows the reader to predict what is occurring within the text before actually reading it. This is based upon the scene balance of having the text and the illustrations match to develop a full scene. The characters are also depicted in a way that it is easy to tell what role they are portraying and how they are viewed by the other characters within the story. For example, Anne and her family appear frightful and timid within the text, especially


towards their neighbors and other individuals outside of the family. The Nazi army is portrayed in the sense of being relentless, strong, and forceful. Their body structure, movement, and unity allow the reader to understand that they are purpose driven. These, as well as the facts in the book, seem to be based upon valid historical accuracy. Especially from the viewpoint of someone who already knows the story of Anne Frank and has viewed images of the real scenes of this time, the illustrated texts certainly convey the emotions and thoughts that are prevalent within real images of such individuals.

**Title: Discover the Life of a Colonial American: Anne HutchinsonPublisher/Date of Publication Rourke (2005)Author Kieran WalshIllustrator Kieran WalshGenre BiographyFormat Easy Reader Chapter Book- Non-FictionAward


This literature somewhat fits the qualifications of what would be considered “good.” The facts appear accurate, which one can suppose would be the most important element of a non-fiction biography. The facts are also targeted towards the life of Anne Hutchinson and are told in a manner than young students could understand and follow. Certain events are left out to avoid confusion or too specific of details. The text also contains headings that help with understand at what point in the life of Anne Hutchinson was being focused on within those specific pages. One the other hand, however, the text is told from an outside source, and appears to be rather withdrawn from the events within the story. They are told with great detail, but there is little to no action involved within the text. Instead, it appears that this is a text of someone else telling the story of Anne Hutchinson. The characters are not portrayed in a life-like manner in which they take charge of telling their own story.

The subject itself is certainly worth reading about, but is something that is not touched upon within the curriculum nearly as much as it could be. The colonial period is discussed within the standards, but specific individual’s stories are not usually detailed. It would be the responsibility of the reader who was interested in this time period and the individuals living within it, to research and find specific biographies. There is an overarching theme and moral to Anne Hutchinson’s story, however, which is also detailed within the text. She became one of the first women’s rights activist in that she stood up and supported what she believed in, even after percussion and banishment. This is a life lesson to be learned by the students as well as understood in a historical sense. From reading this text one can gain perspective of how such individuals were treated within the colony, which is not necessarily something that will be detailed upon within a generalized overview from a textbook.


Since this book portrays little interaction among characters or a detailed story line, the only information presented within the book appears to be fact. This is beneficial from a earlier reader’s standpoint seeing as he/she does not have to be confused as to what is fact, fiction, or taken out of context. Judging based upon the index, further readings, and related information located within the back of the book, one can tell that research was certainly conducted in order to correlate and validate the facts within the book. This allows the reader comfort in knowing that indeed what is being stated is based upon researched fact. The illustrations within the text are not actual images of the characters, but they are one created in the likeness of the time period. For example, the dress, setting, and demeanor are all of the time period and Puritan belief system.

The style of the text is certainly straightforward and presentation based. It provides the facts and relates them into a timeline that young readers can understand. It does not seem to develop a unique style other than what is presented within most nonfiction text. Instead, it seems to be fact based and told through a one-person perspective. Since this is an easy reader book, perhaps this is what should be designed for beginning readers seeking information as they read. Too complicated of a task in determining opinions and characterization by also reading the text on the page may inhibit the information retrieved, which of course is the main goal for the biography.


The illustrations within the text are actually not unified an almost seem to develop their own sense of style and uniqueness. Some are portrayed as painting, but many are sketches. Some contain high details, but many are completing in black-and-white, almost grain-like, textures. To an extent, this inhibits the true characterization of the story. Seeing as none of the images are actually photos or translated illustrations of Anne herself, it makes it difficult to relate to the illustration. Instead, all of them images are depicts of common senses that occurred within the time period, such an Native America attacks, but are not based upon any actual ties to the likeness of Anne Hutchinson.

While the text itself is straightforward, so are the images. The text is rather fact-based and the images also depict what one could determine as “straight out of history.” They are rather detailed when determining the correlating among what is occurring within the scene and the actual historical elements. The mindset of the characters can also be determined from the illustrations. For example, many of the images of the Puritans make them to be sober, justified, and serious. Based upon the readings, including inside of this book, these are common features of the Puritan way of life. The Native Americans also seem to be confused by the Puritans and resentful to them, inflicting violence upon them. This also seems to be true from a historical sense.

While the characters are not necessarily portrayed within the images, one can predict what each section will be detailing upon based upon the historically accurate images. For example, large pictures of a Puritan woman on trial are correlated with Anne’s trial. The move to America is correlated with the images that one thinks of, including large boats and shipment. Also, the attack of the Native Americas depicts all of


the violence, movement, and rage that one could easily predict. This, however, all appear to be historically accurate and based upon what one can predict to be true within this text as well as other biographies and historical text similar to it.

**Title: Duke Ellington: The Piano Prince and His OrchestraPublisher/Date of Publication Hyperion Books for Children (1998)Author Andrea Davis PinkneyIllustrator Brian PinkneyGenre BiographyFormat Picture BookAward Caldecott Honor Book


This text absolutely meets the criteria for “good literature.” It is obvious that the author, as well as the illustrator, has conducted research on the time period as well as of the life of the main characters themselves. The book, however, does not become fact-based. Instead, they have incorporated their talents as storytellers to develop a complete new story, complete with characters, plots, and authentic setting. When reading this book, one could not automatically say that he/she was reading a biography. The story is told in a way that is believable, but authentic in its own sense. This makes the item “good literature” because it is appealing to the audience and provides facts about Duke Ellington without being preachy or forceful.

The subject, which of course is the life of Duke Ellington, is of course worth reading about. The biography is selective, however, and focuses on his career and musical ambitions. This limited scope is beneficial because it allows the authors to create a unique timeline that is not weighed down by unrelated information within the time of the character’s life. The biography appears to be factually accurate based upon the research conducted. Within the back of the book there is a biography of related items. There is also a short biography of specific facts about Duke Ellington’s life. One can easily judge the context of the book based upon these research and facts to determine if the information is accurate. One can easily see, however, that it most certainly is. The characters, plots, and settings are selected by the author to highlight Duke Ellington’s life, but they are certainly based upon the research conducted. Also, the author does a great job of incorporating the facts of the Duke’s life within the story plot. This information is not preachy and does not follow a specific timeline. It is sequential and related to the scenes. Instead, the author sneaks in specific facts about the work of the character within the context of the plot and scenes so that all of this information flows together.

There are not any actual photographs of the characters within this text. Instead, the images within the text are water colored and painted. This work is beautiful, however, and adds a whole new realm and understanding of how the Duke portrayed his music. In a sense, the illustrator has brought the Duke’s work to life through the art he portrays


within the book. For example, the music coming form the instruments within the orchestra are depicted with waves of colors, which is how the Duke envisioned his own music. While this is not historically accurate, it does give the reader a sense of understanding how the Duke viewed and represented his own music. The likeness of the characters, the dress of the time period, as well as the setting of the particular era are, however, based upon historical evidence and what one expect during the specific lifetime of Duke Ellington.


The lines within the illustrations of the story seem to mimic the magic portrayed within the text about the life of the musician. The majority of the lines are curved and display some type of movement. The images are also accurate and proportional to what one would think for a likeness of humans. The images are also drawn with great detail, which includes the clothing of the characters, the scenes within the setting, and the expression within the faces of those portrayed. The images do appear to be sketched and then painted with watercolors. These colors are bright and bold, and what one would expect for such a youthful time period. For example, the clothing of the individuals, including their suits, are bright blues, yellows, and purples. The train within the story is depicted with a bright green. These may not necessarily be accurate colors; it does help in developing the theme of the text, which is the freedom and excitement of life and music.

The unity among the characters through out the book is obvious, even due to the clothing that each character is wearing through out the scenes. One can also see the progression of the illustrations as the Duke grows from being a young boy into a man. One can note the ambitions and joy that the music brought to him and how his talent and coincidence grew as he continued with his music. Finally, you can see the happiness such music and performance brought to the artistic as he grew in his talent through out the course of the book.

One can also note the building of the story as the characters develop and transition through out the text. One can view the images of where the young boy began and where he ended up as an adult. This helps to follow the timeline, but also to give the texts its own unique timeline. For example, one can determine the climax of the story and what specifically is occurring based upon what appears to be building within the illustrations of the text.

**Title: The Man Who Named the CloudsPublisher/Date of Publication Albert Whitman & Company (2006)Author Julie Hannah and Joan HolubIllustrator Paige Billin-FryeGenre BiographyFormat Picture BookAward

Reflection:


a. Evaluation Criteria for Biographies (pg. 464 of Norton Textbook)

This text meets the criteria for “good literature” and more, seeing as it also incorporate another subject area- science. The story is not hindered by this inclusion, however, only enhanced. The characters are well defined and background on the specific time period, especially their beliefs and resources, are detailed upon. Also, the growth of the character is portrayed as the book builds and climaxes. This is certainly a benefit to the literature in itself. This is not a complete biography, however, seeing as the author was careful to only include elements that are particular to the topic at hand, which was the Luke Howard’s passion and expertise in developing a system for identifying clouds.

This is certainly an unusual biography to read about, seeing as the information about this particular individual is not highly portrayed within textbooks or other available books within the library. To be honest, this figure is not a popular one within history, unless one has a particular interest for clouds or weather. For this reason it is highly important that the author portray the message in a way that provides substantial information about the man, but also includes elements to continue make the book appealing to the readers. If one does not have a natural interest for weather, this book, based upon its careful arrangement and illustrations could still be appealing. Simply reading the story of how one came to notice the clouds and eventually name this is worth reading in the sense of this light, but informational text.

While the text follows a storybook manner, it is based and obviously rooted in facts. These facts, however, have been well translated and incorporated in a way that is appealing and understandable for readers. Many of the facts are not even explicit, but instead are manifested within the context of the book itself. To highlight the science portrayal within the book, there are subpages based upon making cloud observations and weather journals, similar to what Luke Howard would have done during his lifetime.

Primary sources are located within the back of the textbook and allow for further reading. Also, the images within the text are drawn in a cartoon-like manner. They are based, however, on several real photos of Luke Howard as well as the various types of clouds also located within the book. By comparing the real images to the draw images, one can certainly tell the relationship that is between them, making sure that these illustrations are indeed accurate.

The style of the text is certainly appealing to the reader because it is indeed in a format that is understandable to young readers. The topics at hand, which include weather data and the classification of clouds, can be rather difficult to understand as well as unappealing to the reader. Instead, however, the author portrays the information in a true storybook format complete with a plot line, climax, and valid interaction among characters.



The images within this story are cleanly drawn and colored with great detail. It almost appears that this illustrator portrayed these images as cartoons, which are highly appealing to young students. This would aid in the popularity among the text with students, seeing as the subject matter is rather scientifically detailed, and somewhat unrelated to very young students. The images themselves are also in unity with one another, helping to continue to develop the plot line of the story, which is also another highly appealing factor. The style of the illustrations is light and cheerful, which is also how the author chooses to portray the story of Luke Howard. This is beneficial seeing as the actual information within the text is rather factual and would probably be less appealing to the students. In the illustrations, however, the mood and the context of the individuals is childlike as Howard investigates and completes his journals with pleasure. This is something that the students can hopefully identify with.

Luke Howard’s life unfolds within the context of the story, including within the illustrations. One can witness the individual as a student within colonial times, attempting to learn with the resources available. One also is able to witness his struggle in becoming a chemist, even though that is not one of his particular interests. Also, one can determine the joy Howard had for watching the clouds and meeting with other who like to do so as well. The images appear to also be historically accurate based upon the clothing and scenes depicted within the drawings. For example, Howard appeared to dress like a typical gentleman, complete with a suit and white wig. This was not uncommon of professionals during the time of colonial time period. This is consistent with the accuracy of the text and adds to the understanding that the students make of the particular time period.

**Title: A Picture Book of Louis BraillePublisher/Date of Publication Holiday House (1997)Author David A. AdlerIllustrator John & Alexander WallnerGenre BiographyFormat Picture BookAward


The text meets the criteria for “good literature” because it includes proper characterization as well as a distinctive plot with plenty of factual information for the reader to learn and relate to. For example, this book is actually heavy with information about Braille’s life and developments, but one would not necessarily know this by simply reading the text. Instead, however, one can grasp a gain a story plot that develops from when he was a young child until his death. The timeline followed within this text is fairly rigid and makes sure to incorporate the majority of the information important to the legacy of Louis Braille. For example, how and when he became blind, as well as how he learn to overcome his disability are included. Also, how he traveled and progressed within the specialized school, which ultimately lead to his invention of the Braille system


is also included. This information builds off of one another, like a story should. This subject is certainly worth reading about seeing as it depicts the struggle of an individual with a disability. It is worthy in the sense that it tells the life of Louis Braille, who can certainly be named an inventor and genius within himself, but it also depicts the struggles that one faces when dealing with such a disability. This is worth reading for any student, even if he/she has no particular tie to Louis Braille. Just being able to understand and determine that one can overcome such physical obstacles make the book worth reading. While the information is indeed in the form of a picture book, it is based upon facts that have been derived from the bibliography within the back of the text. The author does an excellent job of correlating and integrating such information within the context of the story so he/she doesn’t necessarily think that the text is dry facts. Based upon the research and portrayal of the life events, the information seems to be accurate and correctly developed so that one can see how Braille’s life was a chain of events, one leading to the cause of another.

One drawback to this particular book is that it does not contain real photos of Braille or any images of that time period. Instead, they are all drawn and illustrated. For this reason it is difficult to tell the historical significant and accuracy of the images if one does not already have prior knowledge about the individual or the time period. One who does, however, can easily see that within the framework of illustrations, the images are depicted accuracy, considering location and clothing of the individuals, to the appropriate time period and setting in which the story takes place.


The images within the text are depicted with bright colors and are carefully sketched. The illustrations do not necessarily depict real life images, and are obviously not extremely accurate of the particular characters that they are portraying. Nevertheless, however they are draw with detail and in proportion to create an aesthetic presence that is easily to read and follow. The characterization of the actual draw figures remains consistent through out the entire story and seems to develop based upon the change of scenery and the passing of time that occurs through out the entire plot of the story. The sense of unity is fixed, seeing as one can tell Louis Braille’s growth from a child, into an adult, and into old age. The change of scenery also allows one to tell that he was born in a rather impoverished area, but had the benefit of attending rather noteworthy and well keep schools.

The style of the illustration enhances the style of the author, which is simple and story-based. The illustrations do not mimic Louis Braille exactly, just as the text does not present a list of facts about his life. Instead, both factors create a plot line detailing certain events of his life and how he came to be the man that he was. The illustrations also, just like the text, anticipate the climax of the story, which of course is when Louis develops the Braille system. One can easily predict what is going on within each scene and how it leads up to his development of the unique system. This is shown as he attends school as a Quaker, attends a school for the blind, and conducts his research on his own. The text and illustrations hint that he will soon make such a noteworthy discovery. Since the book


does not include real images of the individuals or settings within the story, one can only use their prior knowledge about the information to predict if it is indeed historically accurate.

II. Informational Text:

**Title: What Happened to the Dinosaurs?Publisher/Date of Publication Harper Collins (1989)Author Franklyn M. BranleyIllustrator Marc SimontGenre Non-Fiction/Informational TextFormat Picture BookAward Booklist Top 10 nonfiction series

Outstanding Science Trade Book for Children

Reflection: a. Evaluation Criteria for Informational Text (pg. 502 of Norton Textbook)

This book is actually a collection of proposed answers and theories as to why the dinosaurs disappeared and what exactly happened to them. Clear factual information is not available for much of these theories, but the text does an excellent job of providing the evidence as to why each theory is validated and considered with merit. Only those theories backed by scientist with logical and evidence-based explanations are included within the text, however. The text also does a suitable job of constantly reminding the reader that each is simply an idea of what happened to the dinosaurs. It could have happened, but no one can actually tell. The facts about finding the dinosaurs and displaying their fossils is most certainly correct. Each theory provided is explained in detail with proper evidence so that one can understand why it is considered valid.

One of the most noteworthy factors about this text is that it includes all of the typical and known explanation of how the dinosaurs became extinct, but it also including those that are not widely known. In this sense the author minimizes the use of stereotypes, and only expresses them if the information is indeed evidence-based and validated. The illustrations within the text mimic the rather scientific explanations put forth. Some of these explanations are rather detailed and perhaps world not be understood by young students. After observing the correlating illustrations, however, one can begin to make predictions and better understand exactly what each theory is suggesting.

The organization of this text is beneficial in that it provides the students information theory by theory. After each one, however, it details that this is not necessarily what happened to the dinosaurs; it is only a thought with background evidence. After this, however, one can expect to be given another possible theory. This, of course, asks for analytical thinking on behalf of the students and readers. One is to put together their own thoughts and determine which theory, if any of them they believe


based upon the given evidence. The style of the text, which is not overbearing and displayed in a suggestive format allows for openness with the readers as they are given the free will to choose or think of their own ideas as to why the dinosaurs disappeared. This is appealing to the students and readers seeing as it provides suggestions without determining an exact cause, almost like a mystery.


The illustrations within the text appear to be sketched and coloring in a way that enhances the context of the text without taking away from it. For example, the dinosaurs within this book are not what one would visualize within other storybooks. They are not nearly as graphic and do not contain any personality characteristics that many fiction books seem to personify them with. Instead, they are merely drawings that are used in the scenarios of each theory. For this reason the theory itself becomes the main focus of the book, and not the dinosaurs themselves. There is certainly unity among these illustrations seeing as the same set of dinosaurs are used for each theory and scenario. Each is simply replace with new information about what could have occurred. This brings unity to the book seeing as it allows the readers to understand that these are just theories that would have happened to all of the dinosaurs. It also allows the readers to focus on what the theory is implying and not what new dinosaurs are being depicted within the illustration.

The images also appear to be historically accurate based upon what has been commonly depicted and investigated. The book also shows proper research as scientist are draw collection fossils, studying them, and piecing them back together to make a skeleton. The images of the dinosaurs also reflect what is commonly known about them considering their size, color, and temperament. The illustrations of them, which are detailed but rather plain, comment the purpose of the text, which is to focus on the theories of why the animals disappeared and not the physical attributes of each particular dinosaur.

**Title: Space Leftovers: A Book About Comets, Asteroids, and MeteoroidsPublisher/Date of Publication Picture Window Books (2006)Author Dana Meachen RauIllustrator Denise SheaGenre Non-Fiction/Informational TextFormat Picture BookAward


All the facts within this book appear to be accurate and organized in a child-friendly manner. The information is introduced in a way that allows the reader to ponder questions and relate them back to his/her prior knowledge. For example, the beginning section of the book discusses leftover foods as those that one cannot eat and really do not have a place to go. This is related back to space and explained that the planets and solar


system also has leftovers too that filter in and out of areas within space. Also, within each section a broad set of facts are explained to the reader. These are age appropriate and not too detailed for such young readers. Then, on each page this is also a set of “fun facts” which can be determined as more specific information for those who either have existing knowledge about the solar system, or those who want to learn in more detail. Even these facts, however, are not too highly detailed that one cannot understand them. The author’s style is appropriate for the correct age levels seeing as she chose specific information that would apply to one’s knowledge even if he/she had no prior knowledge of this information.

The most common stereotype eliminated within this text is that such leftovers will hit Earth, causing great damage, and possibly ending the existence of living creatures. In contrast, it is explained that due to Earth’s gassy layer, such leftovers rarely touch the Earth surface, and when they due, we are able to tell far in advance. Another stereotype addressed within this book is the last leftover to hit Earth was the one that killed all of the dinosaurs. Instead, however, it is explained that such leftovers hit Earth at least once every one-thousand years.

Analytical thinking is addressed within the text as the students are asked to ponder certain questions at the conclusion of each section. This questions usually deal within information that has little evidence now or that scientists have not been able to prove yet. This allows the readers to test their understanding as well as state their own opinion about what they determine is going on in space. This also tests the student’s comprehension abilities of what is being stating within the text combined with their problem solving strategies of what they can determine might be a cause or result of such.


The illustrations within the text are appropriate for the context, but are also child-friendly. Seeing as the majority of the text within this book depict that of planets, stars, and other elements of the solar system, many images begin to look similar and could becoming disinteresting to many students. For this reason, the illustrator creates these images with a sense of visuals that are much more appealing, inkling star shaped “dust” coming for the tales of the asteroids, which have a head in the shape of a star itself. The illustration also does a successful job of using depth to make the images appear to be three-dimensional. There is also a sense of consistency among the images, almost to the point that they all begin to look very similar. The subsections of the text, however, which include “Little Planets,” “Icy Visitors,” and “Meteorites and Craters” help the reader determine exactly what is being depicted in each illustration.

The illustrator and author seem to have collaborated to devise a style that is informational but also appealing to the students. For example, each of the illustration and texts are beneficial and complete with meaning, but they also contain a sense of wonder and question about them. This allows the students to relate more completely and define their own beliefs about the solar system. One of the downfalls to this text, however, is that real images of these space leftovers are not included within the text. All of them are


draw and illustrated. It would be more beneficial probably to have some images of real meteors, asteroids, or comets, even if they are from a space telescope. It would also be more beneficial to see images of what such objects have done when they have hit Earth. In this sense one can determine if these illustrations are accurate, because within real images, not even the most advanced readers would be able to tell if these illustrations are truly depicting what the text is suggesting.

**Title: Where People Work: What Happens at a Zoo? Publisher/Date of Publication Weekly Reader Publishing (2009)Author Lisa M. GuidoneIllustrator Photo Credits: Julie Larsen Maher,

Wildlife Conservation Society, Dennis DeMello

Genre Non-Fiction/Informational TextFormat Picture Book/Easy ReaderAward


Since this is an easy reader book, the text is actually limited within the book, and much of the story is told through the context of the real images displayed on alternate pages. The facts, however, while simplistic, appear to be correct and are actually almost common knowledge to adults who have attended the zoo. This book is designed for very young students, just learning to read, who have probably never attended a zoo before. It is designed to tell them what types of animals are in the zoo as well has what is involved with making sure the animals are kept safe and healthy. New vocabulary within this text is bolded and pointed out within the correlating pictures. The text is pretty straightforward and does not specifically address any stereotypes that might occur within the book. Since the information is indeed extremely informative in the sense that it explains, in simplest terms, exactly what is going on in each scene, and then perhaps one could say that possible misconceptions that a student might have are addressed and cleared up upon the reading of this text.

The illustrations certainly clarify, if not guide the text. For each brief paragraph on each page a correlating real photograph is aligned and even contains specific vocabulary terms, such a “map,” that are pointed out on each photograph. Analytical thinking is one point that is not necessarily strong within this text. Since it is designed for such young readers, perhaps an adult is not able to understanding any analytical thinking that might be going on within the mind of a child as he/she reads this text. Since the information is so detailed and organized, however, such thinking is not impossible.

The text is organized into subsections and detailed upon within a table to contents. It filters from when a individual reaches the zoo until what he/she does when leaving the zoo. This allows the reader to take a logical standpoint of what happens at each step along the way. In also separately introduces each of the workers within the zoo and


explains their job. This sense of organization allows young readers to create a schema that they might actually use when they visit the trip as well as helping them discriminate between those involved with aiding the animals at the zoo.


The majority of the images within the text are actual photographs taken within a real zoo to reflect what is being discussed on each page. Each voice bubble that contains the information for each page is told by a mascot of the series, Buddy the Weekly Reader pal. This allows the young audience to travel along with the mascot as he explore this exhibit. In this sense it provides the reader with a form of a narrator and an adventure to guide the book’s tour. This certainly mimics the style of the author which is focused on the adventure and events that occur as if someone was actually visiting the zoo at the present moment. These photos are well developed and contain close shots of what is happening within each picture. This is beneficial in that the photos show images close up of animals that most students would never be able to see, or get a picture of, from that distance. One can also see and differentiate the zoo employees based upon their suits and their related information presented within the text.

There is a sense of unity among the pictures as it seems all of the photography occurs within the same zoo environment. It also travels with the text, depicting whatever is occurring within the text. The images are clear and simple, however, just like the text. One can easy read the book simply through the images by predicting what is occurring on each page. The vocabulary located on each page also aids the young reader in determining visual examples of what is being discussed.

Since the images are of real photographs, it is easy to determine the legitimacy and accuracy of each. Each image appears to have occurred within a zoo, in an authentic setting. Images of visitor to the zoo on that particular day are even displayed. These real images help the reader predict, understand, and truly develop a sense of what it is like to visit the zoo based upon what information they would learn as well as what visuals they would see.

**Title: Hawai’iPublisher/Date of Publication Scholastic Inc. (2003)Author P.J. NeriIllustrator Photo Researcher: Marybeth KavanaghGenre Non-Fiction/Informational TextFormat Chapter Book/ State Encyclopedia SeriesAward


This facts within this book appear to be completely accurate, but are extremely extensive. This is actually a text from a collection of encyclopedia-like books in a series


titled “From Sea to Shining Sea.” Each text provides detailed information about the particular state’s geography, history, culture, and government. There are several subsections, however, to aid in the organization of all of this knowledge. Since the information has actually be complied and consulted upon by several agencies within Hawai’i itself, many would rest assure knowing that the facts and data are correct. This particular text was consulted upon with a curriculum and instructional specialist as well as a leader of the Hawai’i State Library. This would not only assure that the facts and history about the particular state or correct, but that it also aligns with what students and readers should know based upon the current curriculum. There is also an extensive timeline located within the back of the book for detailed readers to use to check the dates and information within the general text. This would also help the students gain a perspective of how all of this information fits into a sequential piece of framework.

Stereotypes types are certainly eliminated based upon the vast facts available to the students within the material. Specific stereotypes are not targeted within the text, for it is more based upon providing correct information than drawing others pieces into question. Instead, however, the reader can easily use the table of contents, read that particular section, and be provided with the utmost and detailed information that one would need to know to eliminate any prior stereotypes that might have occurred. For example, many people question who native Hawaiians are, and what country they originally came from. This is actually a rather detailed question that is explained specifically within this book. Actually native Hawaiian are a mixed of several different cultures and countries.

One of the most noteworthy aspects of this text, as well as the entire series, is the detailed and beautiful photography used to complete the information. Accurate images are included on nearly every page suggesting what is occurring. This illustrations carefully the text as well as give an enlightenment to those that have never heard of that particular piece of Hawaiian culture or history.

One weak point to this text is that it does not provide and prompt the reader with analytical questioning. Instead, it serves more as an strictly information piece that one would use for a expository project. There is not a particularly style or story told within the text. Instead, it is strictly pieces of information designed within the text to provide as much detail about the state as possible. There does not appear to be any open discussion among the author and the reader.

The organization of this chapter book is relatively aligned so that one filters from topic to topic, using the table of contents as a guide. It begins with introducing the state and many of its most common features. I then details the geography of the land and how that has changed over time. Later comes the history of the land and people. The culture is detailed upon next, ending with a specific Hawaiian almanac. A timeline is also included with a gallery of famous Hawaiians. This text, along with the other like it, contain a glossary, index, and “for more information” section.



The overwhelming majority of images within this text are real photos taken on site within Hawaii. They have been specifically correlated with the information being presented within the text on that specific page. Each image helps to develop a mental image of what is being detailed within each section of the book. For example, within this history section of the book there are several timeline and images of past rulers of the islands. In the geography section there are several maps displaying several elements including sea levels, cities, and crops. In the government section there are images of up-to-date rulers and buildings used on the island. Finally, the culture element includes an abundance of images that explain and portray the various of features Hawaii is known for.

Since this text is not a story, but instead a collection of information, it is hard to anticipate and predict based upon the images due to how they are sequenced and layout out. On the other hand, they are certainly divided into the sections that are appropriate to make sure all of the images are organized and highlight the material as much as possible.

The historical, cultural, and geographic validity of the images are certainly present seeing as they correlate perfectly with what is being detailed upon the text. These photos come from several different photographers, adding to their authenticity. These images are also time specific, seeing as the book was published within this past decade. Books like this are changing within a period of time as the history and culture of the state changes and continues.

**Title: I am a DolphinPublisher/Date of Publication Picture Window Books (2005)Author Darlene R. StilleIllustrator Todd OurenGenre Non-Fiction/Informational TextFormat Picture BookAward


This text is designed in a way that is told from the perspective and words of an actual dolphin. The text is an easy reader book, but provides significant information about the animal as well as unique facts that are not so obvious to a new coming learner to the topic of dolphins. The facts all appear to be accurate, and the extensive list of bibliography information allows one to think that indeed this information is correct. For the most part these facts are generalized but there are also some that are extra facts that are rather significant and unknown to most people.

Stereotypes about dolphins are certain eliminated and many questions that the general public would have about such animals is explained in detail. For example, the fact that they are some of the smartest animals is also detailed upon with valid evidence,


which includes that dolphins are able to learn new tricks just by watching other animals. Fascinating facts are also located in the text, including that a dolphin’s brain sleeps in sessions. One half of the brain sleeps while the other watches for danger. Many other folktales and fables that one may believe about dolphins is not necessarily cleared up within this text, but what information is true about them, particularly in their anatomy is described in detailed.

The illustrations of the text correlate with the information being included within the text. For example, there are illustrations within the dolphin that show its anatomy, which is something that is explained in detail within the facts of the book. Each text is also correlated with the specific section that is being described within the book. The dolphins appear to be draw to proportion, but unfortunately there are not any real images of the dolphins. This would probably be more beneficial when determining how the animals live and survive.

The organization of the text is appropriate in that it details the anatomy of the dolphin, the dolphin’s social abilities, and how the dolphin reproduces and takes care of its young. There are not specific sections within the text labeling this organization attempt, but it is obvious when reading the book, making sure there is a flow among the information within the text.

The style certain stimulate interest within the reader. The information is told from the narrator, which is a dolphin. He/she explains his own anatomy, social attempts, and young. This is beneficial in that it does no allow the text to become bland with facts being presented. Instead it appears that these facts have been incorporated into a story like format of a dolphin showing and explain his life to the audience.


The images within the text have been drawn and appear to be painted. This is unfortunately only in the respect that real images of real dolphins would allow the reader to truly see the similarities among the facts in the text and the appearance of real dolphins. The images, however, are beautifully painted, and the dolphins appear to be happy and almost smiling. There is plenty of space, which allow the blue of the ocean to accent the entire text. This helps to develop the characterization of the text, seeing as the main character, and narrator, of this story is actually a dolphin. The setting is also depicted with great detail and is a main focus of the book. This setting of course is the beautiful, sparking ocean.

There is unity among the images seeing as there are dolphins in the ocean on each page. It does also allow for a prediction based upon what is occurring on the page. Most of the images are those of dolphins swimming in the ocean, but there are some of them interacting with people. This also increase the author’s literary style that is light and cheerful. The dolphins themselves do appear to be the narrators and almost seem to be smiling.


Based upon prior knowledge of dolphins, the images do appear to be accurate. One, however, who does not know anything about dolphins may not be able to make that conclusion. They are consistent throughout the text, however. It would, again, be beneficial if the images did contain at least some real photos of dolphins.

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