Erin+Carroll

Erin Carroll 27 February 2014 ECS 418 __Bibliography__ Bendick, Jeanne. 1992 **Eureka! It’s an Automobile!**. The Millbrook Press. 48 pages. Tempe Public Library.
 * //Eureka! It’s an Automobile!// Is a children’s book that describes the development of the automobile. The book begins with the use of sledges in about 2000 B.C. and wheel and axels not too long after. The book then discusses the first automobile that was invented about 400 years ago. //Eureka! It’s an Automobile!// Provides readers with a timeline of how automobiles have changed over time as well as why they have changed. Readers also learn about the different parts of a car and how each part works. This book also talks about how automobiles have changed the way we live and the invention of roads, tollbooths, traffic signals and gas stations.


 * I would use //Eureka! It’s an Automobile!// for history and social studies. This is a great book for showing children how the automobile has developed over time. This would be the book that I would use to introduce the topic of transportation. This book is too long to read aloud to the class so I would probably paraphrase and summarize as I read and showed the pictures. I would then leave it in the library so students can look through it on their own time.


 * Steele, Philip. 1991 **Cars and Trucks**. Macmillan Children’s Books. 32 pages. Tempe Public Library.
 * //Cars and Trucks// has numerous facts about different vehicles. This book includes facts about the first automobiles, current automobiles and all of the ones in between. Readers will learn about the different parts of an automobile and their functions. //Cars and Trucks// also includes the different automobiles and their uses. For example, tank trucks are used to carry liquids, drag cars are used for racing, etc.


 * I would use //Cars and Trucks// as a resource for myself. There are many interesting facts in the book that could be incorporated throughout the unit on transportation. I would take the different facts and write them on pieces of paper and put them in a jar and each day I would share a “Fact of the day” from the jar. I would have a chart or board within the classroom to display the facts after they were shared aloud with the class.

Gibbons, Gail. 1985 **FILL IT UP!**. HarperCollins. 32 pages. Tempe Public Library.
 * //FILL IT UP!// Is a fun book that shows readers what goes on inside a service station. Readers will learn about the different parts of a car and what they do. This book also describes all of the different tools and machines that can be found in a service station and how they are used to fix your car. This a fun and informative picture book for children.
 * I would use //FILL IT UP!// as a read aloud. I would incorporate a KWL chart ias an activity. I would begin by asking students what they already know about gas stations and mechanic shops. Then I would ask students if they have any questions about gas stations and mechanic shops or if there was anything that they would like to learn about them. After I read the story aloud to the class, I would ask students to write down some interesting things that they learned from the book. This KWL chart would be filled out as a class and students will take turns coming up and writing on the chart. This activity will promote writing skills, comprehension skills as well as contribute to their learning about transportation.

Collicut, Paul. 2004. **This Truck**. Farrar Straus Giroux. 32 pages. Tempe Public Library.
 * //This Truck// is a simple but fun picture book about the different kids of trucks. This book includes many different trucks – from a simple pickup truck to a NASA space crawler. There are not many words in this book but it does include new vocabulary words such as enormous. Readers will recognize many of the trucks but will also be introduced to a few trucks that may be new to them.
 * I would use this as a read aloud for my classroom. Throughout the books I would have the students tell me what they think the trucks are used for by looking at the picture. After reading the story, I would have students use their imaginations to create their own truck in their journals. Students will draw a picture and then write what the truck is used for. Once students are finished with their journals, I will encourage them to share with the class.

Stille, Darlene. 2001. **Race Cars**. 32 pages. Tempe Public Library.
 * //Race Cars// is a fun book that describes the many different types of race cars and how their races compare to the others. Readers will also learn about the pit crew in this book. The pit crew is a group of mechanic that take care of your car throughout the race. //Race Cars// is a fun book to teach kids the basics about race cars.
 * //Race Cars// is a fun book that teaches students about another form of transportation. I would not use this book for a class activity but I would have it in the library, along with other transportation books. As I add these books to the library, I would encourage students to write about these books in their journals.


 * Spangenburg, Ray and Moser, Diane. 1992. **The Story of Air Transport in America**. 80 pages. Tempe Public Library.
 * //The Story of Air Transport in America// is a great book that contains a great amount of information on the history of airplanes in America. This book includes the unsuccessful attempts at flying and the very first successful in 1903. //The Story of Air Transport in America// includes the development of airplanes throughout the years. It includes how the planes themselves have changed as well as how their uses have changed over the years.
 * I would use //The Story of Air Transport in America// as a resource for myself. I would look over this book before I introduced the transportation unit so I could get some background knowledge on air transportation. I would also share some of the facts, pictures and timelines with the students throughout the transportation unit.

Petty, Kate. 1984. **On a Plane**. Franklin Watts Ltd. 30 pages. Tempe Public Library.
 * //On a Plane// is a fun book for children learn about flying in a plane. It covers checking your luggage, airport security, boarding the plane, take off and then the actual flight. The book is simple, and easy for children to comprehend but it still gives them an idea of what it’s like to fly on a plane. The book ends with arriving at your destination and shows children how you can travel thousands of miles within a few hours with air transportation.
 * I would use //On a Plane// as a read aloud. I would incorporate both art and writing into an activity following the read aloud. I would have students create and decorate their own paper air planes. After creating their paper air planes, students will write about their plane and where it will be flying to. Once this activity has been completed, students will be encouraged to share their writing with the class.

Bellville, Cheryl. 1993. **The Airplane Book**. Topeka Bindery. 48 pages. Tempe Public Library.
 * //The Airplane Book// tells about airplanes over the last one hundred years. This book talks about the first attempt and failure at flying as well as the very first successful flight in 1903. Readers will learn about the many different types of planes and what they are used for. //The Airplane Book// also tells about the development of major airlines and how they’ve grown.
 * I would use //The Airplane Book// as a choice in the library. This book is too long to read aloud but it does have many interesting facts and pictures. //The Airplane Book// may be to difficult for younger children to read on their own but I think they would enjoy looking at the pictures and they could ask a teacher or other adult to read the captions to them.

Grist, Julie. 2006. **Flying: Just Plane Fun**. Spoonbender Books. 24 pages. Tempe Public Library.
 * //Flying: Just Plane Fun// is a colorful book about a young boy flying in an open cockpit plane with his grandfather. The young boy describes the steps that are taken before to prepare for takeoff. Readers will learn about the different parts and controls on a plane, the key elements that make flight work, navigation and aerobatics. //Flying: Just Plane Fun// will also teach readers about building a plane and will end with the landing process.
 * I would use this book as a read aloud in my classroom. After reading the story, I would have the students create their own informational book on something. For example, students could write about their experience sailing, riding a bike or playing a sport. Students will write their story and draw pictures to go along with it. Once the students have finished their books, they can choose whether or not they would like to share their book with the class.

Petty, Kate. 1987. **Helicopters**. Franklin Watts. 30 pages. Tempe Public Library.
 * //Helicopters// is a fun book that tells readers all about helicopters. This book describes the many types of helicopters; such as, military helicopters, rescue helicopters and passenger helicopters. Readers will learn about the different parts of a helicopter, how helicopters work and a few of the many things that helicopters can do. This book ends with some fun “Look back and find” questions.
 * I would use //Helicopters// as a read aloud in my classroom. After reading this story, we would reflect on the different vehicles we’ve learned about so far (airplanes, cars, trucks, boats, etc.). Then we would move into our sorting activity. The class will be broken up into small groups of two or three students. In their small groups, students will decide how to sort their vehicles (land, air, water, size, wheels, etc.). After everyone has completed the sorting activity, the groups will share how they chose to sort the vehicles.

Barrett, Norman. 1990. **Space Shuttles**. Franklin Watts Ltd. 32 pages. Tempe Public Library.
 * //Space Shuttles// is a simple but informative book for children. Readers will learn all about the shuttle itself as well as how the crew lives while in it. The book tells about many well-known flights and what went wrong and what went right. //Space Shuttles// ends with some interesting facts about Space Shuttles.
 * I would incorporate //Space Shuttles// as a read aloud in my classroom. I would have students create their own story about a space shuttle flight. I would have students brainstorm about where the space shuttle is traveling to, who is on it, what the flight was like and what it was like when they finally arrived at their destination.

Schertle, Alice. 2009. **Little Blue Truck**. HMH Books for Young Readers. 30 pages. Mesa Public Library.
 * //Little Blue Truck// is a fun book about a small truck that gets stuck in the mud while trying to help another truck. Luckily this little blue truck has lots of friends from the farm that come to his rescue. With some hard work and the help of some good friends, Blue gets out of the muck. Readers will learn about hard work, friendship and team work.
 * I would use //Little Blue Truck// as a read aloud in my classroom. After reading the book aloud, the class would discuss the importance of teamwork. After our class discussion, I will introduce the team building activity. For this activity, students will link hands and make a circle. Then I will give the hula-hoop to one student and they will have to work together to pass it around the circle without letting go of each others hands. After the activity, students will reflect in their journals about how they used teamwork to complete the activity.

Cooper, Elisha. 2013. **Train**. Orchard Books. 40 pages. Mesa Public Library.
 * //Train// is a fun book about a few different trains that are traveling across the country. Readers were learn about different states as well as different types of trains. The book also includes a glossary of some new words that were introduced throughout the book.
 * I would use //Train// as a read aloud in my classroom. After reading the story aloud, I would have students create their own train using various wrapped candies. Once students have created their trains, they will write a short story about what kind of train it is, where it’s going and who is on it.

Suen, Anastasia. 2005. **Red Light, Green Light**. Gulliver Books. 40 pages. Mesa Public Library.
 * //Red Light, Green Light// is a fun story told by a little boy who created his own traffic world by using things from around the house. Readers will learn about different traffic signals, traffic signs and the many types of transportation.
 * I would use //Red Light, Green Light// as a read aloud in my class. After reading the story, students will create their own traffic light. Each student will be given a black rectangle and three circles (red, yellow and green). To help students remember which circle goes where, we will say a short poem: “Red on top, green below, red means stop. Green means go. Yellow means wait, even if you’re late!” After students have made their traffic light, they will write their sight words on the correct circle (stop, go, slow). We will finish the day with a fun game of “Red light, green light” to practice listening and following directions.

Ritchie, Allison. 2014. ** Jack's Mega Machines: Mighty Monster Truck **. Simon and Schuster. 32 pages. Mesa Public Library.
 * //Jack’s Mega Machines: Mighty Monster Truck// is a fun story about a mechanic who goes on exciting adventures once he enters the magic doors of his shop. While Jack is test-driving this huge monster truck, he gets lost in a dark cave while trying to escape the scary monster that’s chasing him.
 * I would use //Jack’s Mega Machines: Mighty Monster Truck// as a read aloud in my class. After reading this story, students will practice using units of measurement by comparing the sizes of different monster trucks. Each student will be given a monster truck work sheet and a ruler. With a partner, students will use a ruler to measure the height of the different monster trucks and then write down the measurement. Once students have completed the worksheet, they can color the different monster trucks.

Mitton, Tony. 2005. **Busy Boats**. Kingfisher. 24 pages. Mesa Public Library.
 * //Busy Boats// is a colorful book about all different kids of books. Readers will learn about sail boats, row boats, ferry boats, speed boats in more. Readers will also learn all about how these boats work. //Busy Boats// incorporates colorful pictures and fun rhymes to keep readers engaged.
 * I would use //Busy Boats// as a read aloud in my classroom. After reading the story, we would discuss some of the rhyming words that we heard. Then we would play a game using rhyming words. For this game, I would have precut boats with words written on them. Two students will come up to the board at a time and listen for the word. Once I read the word, the students will search for the boat with the rhyming word written on it. The student who finds the correct boat first, wins that round.

Beaty, Andrea. 2013. **Rosie Revere, Engineer**. Harry N. Abrams. 32 pages. Mesa Public Library.
 * //Rosie Revere, Engineer// is an inspirational book about a little girl who has big dreams of becoming an engineer. Rosie’s great-great aunt, Rosie the Riveter, comes to visit and tells Rosie about unfinished goal of flying. Rosie makes it her mission to make her aunts dream come true by making something that flies. When Rosie gets discouraged because her project did not fly, her aunt reminds her “You can only truly fail, if you quit.”
 * I would use //Rosie Revere, Engineer// as a read aloud in my classroom. After reading the story, the class will review how engineers design and create things like vehicles. Then students will choose from supplies to create their own vehicle. Students will choose from toilet paper rolls, tooth picks, buttons, Styrofoam cups, popsicle sticks and more. Students will be encouraged to try different materials out to so what works. For example, when designing a boat, will a Styrofoam cup or a toilet paper roll float better? Some students vehicles will work and some wont, but they will be reminded that not giving up is the true accomplishment.

Van Dusen, Chris. 2007. **If I Built a Car**. Puffin. 40 pages. Mesa Public Library.
 * //If I Built a Car// is a fun book about a little boy named Jack that designs his ultimate dream car. Jack’s dream car has a pool, snack bar and a fireplace. After Jack’s car is finished, Jack and his dad take the car on a wild drive.
 * I would use //If I Built a Car// as a read aloud in my classroom. After reading the story, we would create a class list of descriptive words from the book. Then, students would draw and write about their own dream car. The students will be encouraged to enhance their writing by using descriptive words.


 * Jerome, Kate. 2002. **Who Was Amelia Earhart?** Penguin Group. 112 pages. Mesa Public Library.
 * //Who Was Amelia Earhart?// Is about Amelia Earhart, the first woman to fly solo across the Pacific Ocean. Readers will learn about Amelia Earhart’s life and preparation for her flights. //Who Is Amelia Earhart?// also talks about Earhart’s mysterious disappearance during an around the world flight in 1937.
 * I would use //Who Was Amelia Earhart?// as a resource for myself. This story is too long to read aloud to a young class but it does contain many interesting facts. When discussing planes with the class, I will talk about some famous pilots (the Wright brothers, Charles A. Lindberh, etc.). When talking about famous pilots, I will highlight Amelia Earhart, the first woman to fly solo across the Pacific Ocean.

Coffey, Frank. 1998. **America on Wheels: The First 100 Years**. General Pub Group. 304 pages. Mesa Public Library.
 * //America on Wheels: The First 100 Years// documents how automobiles developed over the first 100 years. This book includes facts about those who contributed to the development of automobiles over the years. There is also a PBS documentary that goes along with this book.
 * I would use //America on Wheels: The First 100 Years// as a resource for myself. This book is not to be a read aloud or to be read by young children but it does have many interesting facts and pictures that I would share with my students during the transportation unit.