Lauren+DeRosa


 * Health Bibliography**

__Children’s Fiction: __ Cole, Joanna. (2005) **My Friend the Doctor.** HarperCollins Publishers. 21 pgs. City of Mesa Library Red Mountain Branch. This book describes what an average checkup at the doctor is like for a young child named Hannah. It goes step by step through each event for Hannah and the doctor. It uses text with dialogue bubbles along with illustration to convey the message on each page. The illustration in this book is very powerful. The content of this book is age appropriate for preschoolers because it shows the expressions and emotions of the people on each page as happy and friendly. It shows the events at the doctor are happy moments and that is evident from the smiles on everyone’s faces. These feelings are not expressed in the text so the illustrations definitely help to set the mood of the book. This book is relevant to the area of study because it teaches them what a doctor is and what it entails to go to the doctor. It teaches them that the doctor checks them to make sure they are healthy and that he is there to help them. The purpose of this book is to take away any fear that children may have and to take away the unknown aspect of going to the doctor. The lure of this book for children is relating with Hannah as a patient and watching her go through her doctor’s appointment because they will see themselves in her. It also shows them that she can get through the appointment just like they can.
 * __Summary: __**

This book could relate to different curriculum areas of Science and English. For science, teachers could go into depth on the anatomy of bodies. This would all need to be taught from the simplest of forms because preschoolers will not have any previous knowledge of this. The teacher would tie in the book by explaining that the doctor checks on each of these body parts to make sure they are healthy. Then, the teacher could teach specifically about different parts of the body and why they are important. They could go through each main body part and discuss their role. For example: the heart pumps blood, the lungs help to breathe, and the brain helps to think and move. For a simpler lesson, teachers could talk about body parts and where they belong on the body. They could take cut outs of body parts and put them together as a class to make a body. They could talk about how each body part adds up to make a body. They could also sing the song “Head Shoulders Knees and Toes” to practice saying each body part and showing where they belong.
 * __Curriculum Integration: __**

For an English lesson, the teacher could teacher the use of words to describe a certain order. The words could include first, second, then, next, before, and after. The students would recall each step that took place in the book and then use those describing words to talk about the book. The teacher would need to refer to the pages in the book for the students to be able to remember but the pages would be used to prompt thinking and recalling. For example, the students would recall that the first thing that happened in the book was she waited in the waiting room and the second thing is that she was weighed by the nurse. So as a class, they could use visual or words to put the book in order using descriptive words. They could say, “First Hannah waited in the waiting room. Then, she was weighed by the nurse.” Using a chart, visuals from the book of each step could be used as the students describe when each event took place. After they finish, they will have visuals of each event in order from the book and they will have done that with their own use of descriptive words!

Cronin, Doreen and Menchin, Scott. (2009) **Stretch.** Atheneum Books for Young Readers. 32 pgs. City of Mesa Library Red Mountain Branch. This book is about a dog that stretches in a variety of different places with variety of different animals. This book is significant to the relevance of the study because it is meant to get children up and moving through the message in the text. It is luring to children because they get to travel with a dog and it comes off as a little bit silly which really captures children’s attention. This book is appropriate for preschool age children because most of the words are simple and a lot of repetition is used to help build upon children’s knowledge. The way that the text is presented in this book is very significant and it stands out to readers. The meaning of the word is connected with how the text of the word is presented. For example, slow is shown as s l o w which connect the meaning of the word to the visual of the word. Also, the size of the text and the spaces between words and placement of text on pages can be really interesting for children because it is another interesting factor for them to look at. The illustrations in this book really capture imagination and encourage children to use their own imagination while they’re reading it. The illustrations also create an image for the child to focus on. The illustrations really make the text come alive because the text is not as descriptive as what the illustration provides.
 * __Summary: __**

 This book could be used to teach both Math and English. To teach Math, the focus for preschoolers could be counting. They could count the number of times they see or hear the word “stretch” in the book. They could practice using tally marks each time they hear the word (or they could do it as a class) and then count the total amount. They could also look at the font size in the book and classify sizes as big and little. Then, they could go through each page as a class and point out words that big and words that are little.  This book could be used for an English lesson by talking about rhyme and repetition since this book has a multitude of both. The teacher could describe what each words means and where in everyday life they see or hear rhymes and repetitions. Once the book has been read once, read the book again and each time the students hear a word repeat, they clap or stomp their feet. These words will have to be a word chosen beforehand such as stretch or simple words like “I” or “my”. For rhyming, the students can be instructed to raise their hand when they hear a word that rhymes or as a class, the teacher could write down words that rhyme that the students found from the book. This lesson will teach children how to identify rhyming or repetition.
 * __Curriculum Integration: __**

Curtis, Jamie Lee. (2002) **I’m Gonna Like Me.** Joanna Cotler Books. 30 pgs. City of Mesa Library Red Mountain Branch.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This book follows the day of two children, a boy and a girl, as they go to school and interact with other people. It shows us how the children feel about themselves, which is very confident, and why they feel so positive about themselves. This book has significant relevance to the study because it teaches children that everyone has differences and is unique in their own ways but that doesn’t make them any less special. It also teaches self-esteem and to appreciate who they are personally. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">One extreme highlight from this book that is shown through illustration is imagination. This is presented through “thought bubbles” on certain pages where a situation is taking place but is being seen differently in the child’s head. The story is told in first person, which makes the book age appropriate because it helps the children grasp what is being read along with allowing them to relate the characters to themselves.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summary: __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> This book could be used to form lessons on both English and Art. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">For English, emphasis could be placed on all of the rhyming words that are found on each page. The class could go through each page and talk about the words that rhyme and why they rhyme while talking about beginning and ending sounds. Then, the teacher would choose 2 sets of words that rhyme and write them out on the board. This would lead into a lesson about what rhyming means. The teacher could then make it visual to them on the board to teach that rhyming can be identified by looking at the beginning and ending sounds in words. That instead of just listening to words that sound the same, students can begin listening or looking for beginning and ending sounds. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">For an art lesson, the teacher could have the children draw a self-portrait. The teacher would provide a large sheet of white paper and allow for markers or crayons to be used. Without much prompting, have the students draw a picture of what they think they look like. Allow for students to draw what they please but remind them that this drawing is of their own self. After they finish with the self-portrait, have them each come up individually to talk about their drawing and ask questions about different parts of it. The teacher could hang up all of the self-portraits so that the classmates could see one another’s and mention for them to look at how different everyone is but that they all make up one equal class. To finish, discuss the meaning of self-esteem and how important it is to love yourself.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Curriculum Integration: __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Ehlert, Lois. (1989) **Eating the Alphabet.** Voyager Books-Harcourt, Inc. 29 pgs. City of Mesa Library Red Mountain Branch. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This book goes through fruits and vegetables in alphabetical order. Each page has a different letter on it with multiple fruits and vegetables starting with the specific letter. This book has significant relevance to the study because it focuses on the identification of fruits and vegetables. This can start up a discussion on why fruits and vegetables are important to eat to make us healthy. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The illustrations in this book are very powerful because they are the basis of the entire book. The images of the fruits and vegetables are labeled but for preschoolers, they are going to be looking at the pictures. That is what makes this book age appropriate since the emphasis is on the illustrations. Each picture is colorful and realistic to what the real foods look like, although they are not real life pictures. The size of each piece of fruit or vegetable is real life size and I think that is great for children to be able to see and process. I think that this book is important because there are so many fruits and vegetables that are forgotten. It seems that there are only a select few that get mentioned and it is great for children to learn that there are a plethora of different fruits and vegetables.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summary: __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This book can be used with Math and English lessons. There are a couple different options for Math lessons. Students can count how many different fruits or vegetables they see on each page which will be great for students who are only able to count to a number under five. For those students or classes who may need to be challenged, they could count all of the fruit in the book and then all of the vegetables in the book and come up with a total for each. Then, the two totals could be compared to find which figure is bigger and which is smaller. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">For English lessons, there can be an obvious emphasis on the alphabet. First, could be identifying letters of the alphabet as they’re seen through the book. Each letter is written in uppercase and lowercase for children to read. Next, could be teaching or identifying, depending on the knowledge level of the classroom, letter sounds. The teacher could simply go through the book and talk about each letter and what sound it makes. They could also ask the students to tell them what sound a particular letter makes to test their knowledge. Another option could be to match visual letters with visuals of the fruits and vegetables. For example, having a picture of a carrot and having a visual of the letter C and asking the child to match the vegetable/fruit with the letter that it starts with.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Curriculum Integration: __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Freeman, Tor. (2013) **Olive And The Bad Mood.** Templar Books. 24 pgs. City of Mesa Library Red Mountain Branch. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This book is about a girl named Olive who is in a bad mood and it rubs off on everyone around her. She then finds some candy to help lighten her mood and when she’s feeling better, she runs into her friends who are all now in a bad mood because of her! She then shares her candy with her friends and she helps them become happier! This book is relevant to the study because it discusses how being unhappy or in a bad mood can affect not only oneself but the people that they are surrounded by. It also teaches how important it is to pay attention to emotions and to recognize what they are feeling before they act upon it. This book is appropriate for preschoolers because the illustrations are extremely simple and can tell the story without the text. The illustrations of each page go step by step through each small event in the story and are extremely detailed. The emotions of the characters are shown through the illustrations so that children can see the visuals of feelings and not just the text. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This book could be used for two different lessons both in Math and English. For a Math lesson, patterns could be discussed from the book. Pages 13-14 have a simple A B pattern that can be used to either introduce patterns or provide practice identifying patterns. For example, if a class has seen patterns before but needs some practice with them, pages 13-14 can be used as a reference. The teacher could have visual cut outs of the two characters in the book that are in the pattern. Then children can try to match the pattern that they see in the book or they can create their own with the characters. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">For an English lesson, children can be taught how to use describing words with this book. Simple describing words in this book include “bad, good, big, silly, pretty, lovely” etc. As the book is being read, the teacher can point out words that are used to describe in the beginning and then they can ask the students to raise their hand when they hear other describing words. If that is too challenging for some classes, since it requires previous knowledge and experience with simple describing words, then the class can read the book once all the way through and then together go through the book again and pick out describing words together. Then, they can write them on the board as a list and try to think of other describing words on their own.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summary: __**
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Curriculum Integration: __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">McPhail, David. (2012) **Sick Day.** Holiday House. 20 pgs. City of Mesa Library Red Mountain Branch. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This book is about a boy, a dog, and a bird, all of which get sick throughout the book. They each try to help each other get better with ways that they think will work. In the end, they all feel better and are ready to play. This book has a significant relevance to the area of study because it teaches children that when they get sick, they need to take care of themselves to get better and there are different ways to make themselves get better. It showed the boy lying in bed, getting warm, eating soup, and sleeping. It can also start a discussion on which foods are healthy to eat versus foods that are unhealthy. This book is age appropriate for preschoolers because it has short sentences with simple words to read. The illustrations are also age appropriate because they show exactly what the text is saying and does not have anything else going on in the illustration that could be distracting. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This book is great for children’s learning because it teaches how to be a good friend to others. It is also luring to preschoolers because the characters draw children in. The dog and the bird definitely capture children’s attention and they will enjoy the interactions that the three characters have with each other because they are uncommon and not seen in everyday life.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summary: __**


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Curriculum Integration: __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> With this book, English and Science lesson could be taught. As an English lesson, this book would be a great tool to get children reading with prompting and assistance. With the short sentences and easy words in this book, preschoolers can practice reading by repeating the sentences that are read. For example, having the teacher read the book once through so that the children can learn for the content and to hear the words read once would be helpful. Then, have the class read together. Reading the book again slowly and prompting children to say the word after the teacher says it and then working up to repeating an entire sentence. After this is done, reinforce to the students that they have just read and that is how they learn to read. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">As a Science lesson, the teacher can begin a discussion on what types of foods humans eat versus foods that dogs and birds eat. Also, they can talk about where they each live and what the differences between each are. For example, a chart can be made about what they each eat. The chart would be labeled with boy, dog, and bird on the top and students would be prompted to list where each live. The teacher would write down each idea and then the class would have a discussion about the differences. Then, a separate chart would be made for differences in what they all eat. These charts would provide preschool students with a visual to look at so that they are getting more comfortable with looking at letters and words. If needed, visuals could be used instead of words so that all children are able to understand what is on the chart.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Klingel, Cynthia and Noyed, Robert B. (2002) **Vegetables.** Weekly Reader Early Learning Library. 18 pgs. Mesa Public Library Red Mountain Branch. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This book is about a variety of different vegetables. It talks about why vegetables are healthy and how they help bodies grow. It also discusses different ways to eat and cook vegetables. This book is age appropriate because it is easy for children to look at and read. The text is alone on the left page in big font with simple and short sentences that is great for children learning to read. The illustrations also make this book age appropriate and alluring to preschoolers because they are real pictures of children that are the same ages as them. I also think that it is good for children to see pictures of real vegetables instead of drawings of vegetables. This will capture children’s attention and give them something to relate to. This book is of significant relevance to the area of study because it discusses how healthy vegetables are and introduces different types of vegetables for children to learn about. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Two different areas of curriculum which this book could be taught with are Math and Science. For a math lesson, a preschool class could practice counting vegetables from the book. Since the pictures are large and simple, it would be easy for children to identify a vegetable that they see in the book and count it. They could also do this for pictures of children that they see in the book. This will be of interest to them because they will enjoy looking at and counting “real life” children in the book. The class could count together and when they have their totals of each, the children would be prompted to write that number. If the students need it, the teacher could provide paper with the markings of the number for children to trace. Then once they feel comfortable with the number, they could start writing it on their own. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">For a science lesson, a preschool class could choose 3 different vegetables to study. The teacher could bring in the vegetable and the students would work together to describe what it looks like, smells like, feels like, and tastes like. They could create a class chart for the three different vegetables and write down the similarities and differences that they noticed between each. This will help children learn about specific vegetables because they may not be surrounded with them at home.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Children’s Non-Fiction: __**
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Curriculum Integration: __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Oetting, Judy. (2006) **Germs.** Scholastic Inc. 20 pgs. City of Mesa Library Red Mountain Branch. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This book is all about germs. It discusses where they live, what they do, and how they get inside of the human body. It also talks about how we can practice safe and healthy habits to keep germs away! This book is of significant relevance to the area of study because it teaches what germs are on a general basis and what steps to take to be healthy including how to wash hands, and to cover mouths when sneezing. It is also relevant because it teaches that germs are bad for us and that we need to do what we can to stay away from them by having good hygiene habits. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The illustrations in this book are powerful and definitely luring for preschoolers because they are bright and colorful. The illustrations of “germs” in this book are on every page and these will capture the attention of children because they look silly and goofy. Also, children will enjoy looking at them and finding where they are on each page which will keep their attention on the book. The text in the book may be a little difficult for preschoolers to follow along with due to the text placement on each page and the font, but it would be reasonable to ask them to repeat words after they are read. Also, this book is amazing for reading with enthusiasm because of the text within and that will also keep children engaged and listening to hear the suspense in the teacher’s voice. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> This book could be used in two different areas of curriculum including Math/Art and English. For a Math/Art activity that could be used with the book, the teacher would read the book with the children and have them count the germs on each page. Then, the teacher would give the students a big sheet of white paper and ask them to draw a certain number of germs. This activity would allow students to create their own germ based on what they looked like in the book, giving them room to use their imagination and to be creative. It would also allow the students to practice their math skills and focus on their identification of numbers by drawing out the number that was given to them. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This book is great for teaching an English lesson because in the back of the book, are all of the words in the book. There are a lot of rhyming words in the book also that are bolded for easy access for the teacher. With these rhyming words, a worksheet can be made using visuals/words that rhyme together and having children match words that rhyme together. This may be a challenge for most preschoolers, but it will push them to use higher level thinking and it can be done as a class or with a lot of teacher assistance if it seems to be needed. All of the words can also be talked about multiple times before they are asked to do the worksheet. This will help to provide knowledge of what each word means and what it sounds like.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summary: __**
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Curriculum Integration: __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rockwell, Lizzy. (2004) **The Busy Body Book.** Crown Publishers. 29 pgs. Mesa Public Library Red Mountain Branch.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This book is about the human body including all that it can do and how it works. It discusses how our body moves and exercises and how it is good for our bodies if we are active. It talks about how the muscles in our body grow and become stronger the more we use them. Also, this book is about what our bodies need so they can function including food, water and oxygen. This book is of significant relevance to the area of study because it is based around how the human body moves and what it entails to be active and keep your body healthy. This is important for children to learn about health so that they will know all that our body entails and what it needs to stay healthy. If children learn this at a young age, they are more likely to live a healthy lifestyle. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This book is appropriate for preschoolers because the illustrations are drawn largely on the page with detail and bright colors. The text is a little too long and challenging for preschoolers to read or follow along with, but the content of this book is great to start discussions on the body and the different functions it serves. The wording in this book helps to teach about muscles, lungs etc. in a simple form which children will better be able to understand.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summary: __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This book could be used to teach lessons in both Physical Education and Art. An idea for a Physical Education lesson is to use pages 27-28 where a multitude of different exercises are being shown and have the class as a whole pick five different exercises. Then, the class will discuss the exercise and what parts of the body are being used to complete it. The class will set aside a time during the day where they will complete each exercise. This could be a week long lesson, reading the book on Monday and then doing one exercise chosen each day of the week. Before and after the exercises are done, talk to the class about why exercise is good for them and what it means to be healthy. Simply discuss this topic with them so that they are getting more comfortable with the vocabulary and the idea of health and exercise. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> For an Art lesson, the class would then use those same five exercises that they chose and draw a picture of that. The teacher would tell the students to choose one of the exercises to draw and prompt them to focus either on the picture from the book or what it felt like when they were completing the exercise to draw the picture. This is the children’s own art work, so it is important to let them be as creative as possible. Allow for different materials to be used other than just markers such as feather, pipe cleaners etc. to push the children to use their imagination. After they are finished drawing their exercise, ask them individually what they drew (even if it doesn’t look anything like the exercise) and have them tell you about the drawing and what they felt as they were completing the exercise earlier.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Curriculum Relevance: __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Salzmann, Mary Elizabeth. (2004) **Eating Right.** ABDO Publishing Company. 20 pgs. Mesa Public Library Red Mountain Branch. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This book is about eating healthy with the foods that are good for you to eat and shows children making smart choices about what they eat. This book is of significant relevance to the area of study because it focuses on what it means to eat healthy: eating fruits and vegetables, eating less sweets and fats, and drinking milk to grow strong bones and muscles. This book is age appropriate for preschoolers because the pictures are real of children their own age which engages children’s attention. The pictures show relevance to the text alongside it so it shows children showing or doing what the book is talking about. This is very helpful to children because if they cannot yet understand text or grasp spoken words, the pictures will help the children to understand the book and the message it is getting across. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The sentences in this book are made for it to be easier to read with big font on a separate page from the pictures. Children can also relate to most of the foods that they are discussing in the book and previous knowledge is not necessarily required for understanding of this book which makes it a great book for preschoolers to learn from.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summary: __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This book would assist in two lessons on Art and Science. An Art lesson that could be taught with this book ties in with the question asked at the end of the book, “What are your favorite foods?” With this question, a class book is going to be made. Ask the individual students this question and when an answer is given, prompt them to draw a picture of this particular food. Once the picture is finished, write, using lines to traces or hand over hand assistance, the sentence out that is answering the question. Then, put all of these together to make a class book about each child’s favorite foods. This book can lead into different discussion and healthy and unhealthy foods or different foods that some children have never tried before. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> A Science lesson that could be taught with this book is discussing foods that are healthy versus unhealthy. Using example from the book and from real life, discuss with the students about what each word means and have the children think about examples of each. Have a few examples handy to get them thinking. Next, create a Venn diagram with the children on a big poster to hang in the classroom. Write the words “healthy” and “unhealthy” in each circle and ask the children to explain what each word means and examples of foods that fall under each category. As the children are discussing these words, write down on the Venn diagram for them. Once it is complete, hang it in the classroom for students to look at, review, and refer to.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Curriculum Integration: __**