jackie+varbero

Jaclyn Varbero


 * Fiction **

Cronin, Doreen, Lewin, Betsy. (2008). **Thump, Quack, Moo: A whacky adventure.** 32. Tempe Public Library


 * Annotation: ** Thump, Quack, Moo is comical zany tale, Farmer Brown is very excited for the annual Corn Maze Festival. Farmer Brown decides to make a Stature of Liberty corn maze. Farmer Brown knew he would need help, so he went to his animal friends to help him see the project through. At first the chickens did not want to help Farmer Brown, until he said he would let them use his hammers. The chickens then began to build a fence around the cornfield. Farmer Brown then went to the cows, just like the chickens did not want to help. Farmer Brown said they could use his paintbrushes if they helped. The cows began giving the barn a fresh coat of paint. Duck did not want to help at all but once Farmer Brown told him if he didn’t help he wouldn’t get his organic duck food anymore, Duck began to build the ticket booth for the hot-air balloon ride. The Mice were in charge of checking the weather while the other animals were building away. The air was filled with the busy sounds of the farm. Farmer Brown wants everything perfect; he keeps himself busy sketching, measuring and mowing the cornfield daily. Duck keeps equally as busy sneaking into the field at night. The day has arrived, Farmer Brown is so excited, he goes to check out all the animals work and although the endeavors don’t turn out as expected Farmer Brown is excited to see his master piece. He hops into a hot air balloon to get an overview of the corn maze shaped as the statue of liberty. Duck goes along for the ride to see the famer’s reaction to his night changes. Farmer Brown is in shock and mad while Duck is really excited. Duck seemed to be helping but he was really getting his secret revenge by changing the design of the corn maze on Farmer Brown.


 * Integration ** : This text can be used to introduce and talk about weather to students. Since the book uses the word ‘Meteorology’ the teacher and the students can make a Meteorologist Anchor Chart, writing everything they think a meteorologist does. To further more weather unit’s students can make a wall of ‘weather words’ writing and drawing pictures of all the words they could use to describe the different weather. Students may also use this text to talk about cooperation and teamwork.

Bateman, Teresa. (2001). **Farm Flu**. 29. Tempe Public Library


 * Annotation: ** Farm Flu is a rhyming book about a boy who is left in charge of his family’s farm for a few days when his mom goes out of town. All of a sudden all the animals get sick one by one. The boy remembers what his mother would do and begins to nurse the whole barnyard back to health. While nursing all of the animals inside his house they started to get better. Finally once they were all better and the animals all went back outside and into the barn, the little boy was happy. Until he felt slow and then he sneezed “Ka-Chooo”. All of the animals quickly treated the boy for the flue exactly as his mom would do.


 * Integration: ** This text could be used to talk about values with students. What is important and what isn’t so important. You can talk about doing the right thing vs. the wrong thing. In this text the boy always thought back to ‘what his mother would do’ students could think and write about sayings or expressions they hear from their parents and the meaning behind them.

Munsch, Robert. (1989). **Pigs**. 23. Tempe Public Library


 * Annotation ** : Megan lives on a farm with her family, one morning her dad asked her to feed the pigs before she goes to school. Her father said feed the pigs but don’t open the gate or the pigs will get out. Of course Megan opened the gate thinking the pigs were stupid. All of a sudden the pigs jumped and ran right over Megan. Due to Megan letting the pigs out the results are hilarious as the pigs help themselves to food in her kitchen, follow her to school and then ride on the school bus with her home and get her into tons of adventures. Megan never let the pigs out again.


 * Integration: ** This text could be used to talk about responsibility. There are many ways to introduce responsibly to children. A good writing lesson would be for students to write their own behavior journals, this would get students to “own” their behavior. Students can write about their week behavior and how they handled any problems that came up. The teacher can then read the journals, give her own comments and suggestions and children can bring it home to share with their parents. They are learning about responsibility, their own feelings and emotions and how to deal with them while still getting encouragement by parents and teachers.

Willis, Jeanne. (2003). **Misery Moo**. 21. Tempe Public Library


 * Annotation: ** Misery Moo was a miserable old cow that was never happy. Misery Moo is always looking at the negative side of things, while her friend Lamby Poo is always jolly and is always trying to get Moo to see things the way he does. Eventually Lamby Poo cannot take it anymore and Misery Moo’s negativity gets to him and the cow’s attitude rubbed off on the lamb. One day the cow went looking for the lamb and found him sitting in a muddy puddle. The lamb told Misery Moo it was his birthday but cannot be happy anymore unless the cow is happy. Misery moo took a step back and realized how much Lamby Poo cares about her so she gave her friend Lamby Poo the best present of all! A smile!

Nodset, L, Joan. (1963). **Who Took the Farmers Hat?** 28. Tempe Public Library
 * Integration ** : Misery Moo can be used to help readers develop a greater awareness of others sensitivity. This book will help readers understand that other people have feelings to and when things are going smoothly in life for you not everyone else is experiencing the same. This text can also be used to focus on friendship and the importance of a good friend. Children can list the qualities they wish to have and find in a friend individually or as a class.


 * Annotation: ** The farmer had a brown hat he always wore but the wind came and blew the hat away. The farmer ran so fast to try to catch his fat but as fast as he ran the wind raced even faster. So the farmer went looking for his hat, he looked and he looked. For every animal he saw he asked if they had seen his brown hat, neither the squirrel, mouse duck or any of the other animals seen the hat. Although they did tell the farmer all of the other strange things they did see. Finally the farmer found his hat, the bird was using it as a nest so the farmer decided to go buy a nice brand new brown hat, and he loved his new brown hat.


 * Integration: ** This text can be used to do a writing activity. Students can create their own “Who Took the Farmer’s Hat” story. They can think of different farm animals that were not mentioned in the story, making them expand their thinking. The students can also illustrate their own pictures for their books. Peer sharing can be done as well when the students are done writing and illustrating their own books.

Donohue, Dorothy. (1999). **Big and little On the Farm**. 22, Tempe Public Library


 * Annotation ** : This book introduces the names of adult and baby animals on a farm, such as “Big bow, little calf”.


 * Integration ** : This text can be used in a preschool setting where children can be giving the opportunity for pointing and naming. This book can also be used to help children understand comparing and sorting. Children can place bigger animals into one pile and smaller animals into another pile.

Cronin, Doreen. (2000). **Click, Clack. Moo Cows That Type**. 29. Tempe Public Library


 * Annotation ** : Farmer Brown has a problem; his cows love to type all day long. When Farmer Brown went to go see the cows and what they were typing he saw a note on the barn door that was demanding a better work environment. The farmer refused to do anything for the cows, the cows continue to make demands and go on strike. The cows start writing notes for the other animals to such as the hens and ducks. Farmer Brown got his own typewriter and wrote a note to all the animals stating what he demands. All of the animals and Famer Brown came to an agreement

Tafuri, Nacny. (1994). **This Is The Farmer**. 22. Tempe Public Library
 * Integration ** : This text can be used to introduce children to the concept of bargaining and compromise. Another concept to be explored throughout this text is the rights of individuals. Teachers can do a lesson on cause and effect, what caused the cows to on strike and what was the effect of the strike. Students can also be introduced to the difference of fantasy and realism.


 * Annotation ** : A book in with action propels the next, from a farmer kissing his wife, who then pats the dog, that scratches a flea, that lands on the cat, that chases the mouse, that startles the geese, that runs by the donkey, that kicks the fence, and opens the gate who then the framer walks through to milk the cow.


 * Integration ** : This text could be used to teach kids about sequencing events. Students can also use this book to make predictions on what they think will happen next.

Chorao, Kay. (1998). **Little Farm by the Sea**. 28. Tempe Public Library


 * Annotation ** : The little farm by the sea is a place filled with animals of all kind. All year round Farmer Brown and his family are busy tending to the farm and the animals. They do everything according to months and season. Finally when the farm opens back up to the public the hard work as paid off. The farm looks beautiful with flowers, vegetables and so on.


 * Integration ** : This text can be used to introduce the different seasons and what grows and what dies in the different seasons do to temperature and climate changes. Students can also learn the value of hard work from this book, the farmer worked everyday all year long and that hard work paid off when his customers were satisfied with their purchases.

Tafuri, Nancy. 1983. **Early Morning In The Barn**. 24. Tempe Public Library


 * Annotation ** : All the barnyard animals are woken up the roosters and when they crow.


 * Integration ** : This text would be good for identifying. Children can point out the animals they see and then talk about that certain animal. Children could also use this book to write about the certain animals throughout this book and the kind of sounds they make.

Teague, Mark. (2009). **Funny Farm.** 31. Tempe Public Library


 * Annotation: ** Cousin Edward is coming to visit his family’s farm, Farm Hawthorne. All the animals are excited to finally meet Edward. Uncle Earl shows Edward around the farm and starts to show him all the things he can do, like milk the cows. As Edward is attempting each task he tries his best but the fun is never ending with the situations he gets himself into.


 * Integration ** : This text could be used to talk about fiction and non-fiction. Children could talk about the differences and come up for reasons why they think this book is fiction. Teachers could also use this book on the first week of school, explaining that although things may not go as planned all the time, you should never give up and always keep trying!


 * Nonfiction **

Priddy, Roger. (2011). **My Big Farm Book**. 12. Tempe Public Library


 * Annotation: ** This book is perfect for children who want to learn all about farms. With the big sturdy board pages children will see bright and bold pictures of all kinds of things they will see on a farm, from animals, to crops to farm vehicles.


 * Integration: ** This text can be used in many different age groups, with the bright and big pictures infants could use this to explore and gain the experience from looking at farm animals. Older children can use this book to build their farm vocabulary and start to develop word and picture association.

Gibbons, Gail. (2005). **Chicks and Chickens**. 32. Tempe Public Library


 * Annotation ** : From chicks to chickens, this book is all about a chicken’s life cycle. It talks about how chickens go from eggs to embryos to hatching then to chicks then finally to adults.


 * Integration ** : This text could be used when doing a science unit. Life cycle of a chicken could be done in so many ways. If a teacher is allowed the children can actually watch a real egg be hatched into a chick then into a chicken. This text could be used in science and writing, children can be asked to write and draw the cycle of a chicken to the best of their remembrance after reading the book.

Elliott, David (2008). **On the Farm**. 32. Personal Collection


 * Annotation ** : This book explains every animal on the farm through beautiful watercolor illustrations. The book talks about many animals such as, bees that buzz, a barn yard cat that meows, a wild bunny running along and a rooster that crows.


 * Integration ** : This text introduces rhyming and poems, onomatopoeias, personifications and similes. This book is great to use for introducing any of other areas in reading and writing.

Kindersley, Dorling. (2012). **Hide and Seek:Farm**. (48) Barnes and Nobles


 * Annotation ** : This book is filled with things to spot. Activity spreads with pictures to match and lots of color. Every page is detailed with pictures and many objects children can hunt for. Children will look for cows, horses, goats, chickens, tractors and more.


 * Integration ** : this text can be used in a preschool setting, playing I-spy with a preschooler will teach them about life on a farm and will introduce all of these new pictures and words for them. It will give them a sense of exploration and discovery. It will also help with hand eye coordination due to the fact they will be looking for an object and then pointing once it’s found.

Provensen, Alice. Provensen, Martin. (2001) .**Our Animal Friends**. 64. Barnes and Nobles


 * Annotation ** : This text follows the antics of farm animals through its colorful pictures and oversize text the book is fun for all readers. The authors bring the barnyard animals to life.


 * Integration: ** This book could be used to allow the students to write their own book about farm animals and all the crazy things they would do on a farm. This book could also be used to sequence events, have the children draw pictures in order of the events that occurred throughout the book.


 * Teacher Resource **

Phillips, Mildred. (2000). **And the Cow Said Moo!** 24. Tempe Public Library


 * Annotation ** : One sunny morning a very young cow set out across the barnyard and started to make demands in a bossy way. He wanted all the other farm animals to say, “moo”. It took a wise old owl to show the little bossy young cow who is who.


 * Integration ** : This text could be used to discuss and chart the way animals “speak’ children can name animals and then discuss the way they think this animal speaks, such as a cow that moos and a chicken that clucks. Charts could be used or children can classify in their own groups and write their own thoughts.

Wellington, Monica. (2012). **Apple Farmer Annie**. 24. Barnes and Nobles


 * Annotation ** : Annie is an apple farmer who picks, counts, sorts and bakes tasty treats. Annie also sells her best apples.


 * Integration: ** This text could be used to talk about how apples grow and why we pick apples and all the things we can do with apples. Teachers can read this book, discuss this book and then make a recipe that has apples in it, such as apple pie! Children can also learn about counting and sorting from this book.

Martin, Jr. Bill. (1988). **Barn Dance**. 32. Tempe Public Library


 * Annotation ** : This book is about a boy’s adventure that started in his room when he heard a voice, he snuck downstairs and outside of his house to get closer to the sounds he hears.

I**ntegration**: This text could be used to introduce traditional folk music to students with traditional music. Children can hear the music and dance in the classroom while learning about culture!

Williams, Sue. (1996). **I Went Walking**. 30. Tempe Public Library


 * Annotation ** : A funny read-aloud picture book that tracks a boys stroll through the countryside. On his walk he sees tons of different farm animals and before he knows it all the animals are trailing him!


 * Integration: ** This text would be used to introduce the concept of prediction, before the teacher turns the next page her and her students can discuss what they think and what animal the boy will run into next.

Most, Bernard. (2003). **The Cow That Went Oink**. 40. Barnes and Nobles


 * Annotation: ** There was a cow that “oinked” and a pig that said “moo”. The cow and the pig became best friends because they were teased by all the other farm animals, the cow and the pig taught each other the sounds they should be making and eventually got the hang of it. Soon all the other animals envy them because they can make two sounds!


 * Integration: ** This text is great to read to students because they can learn and discuss how to treat others who are different. Teachers can have the children come up with feeling words on how someone would feel if she or she were getting teased. Students can also write or talk about why it is important to be nice to everyone.

Williams, Sue. (1996). **I Went Walking**. 30. Tempe Public Library


 * Annotation ** : A funny read-aloud picture book that tracks a boys stroll through the countryside. On his walk he sees tons of different farm animals and before he knows it all the animals are trailing him!


 * Integration: ** This text would be used to introduce the concept of prediction, before the teacher turns the next page her and her students can discuss what they think and what animal the boy will run into next.