Summary: A delightful tale of a young girl and her dog, Biff, who is not quite like other dogs. Biff is passionate about ballet. Unfortunately, neither the girl’s dad nor ballet teacher believes that dogs can do ballet and shut down any opportunities for Biff to dance. This causes Biff to become somewhat depressed. For her birthday, the girl is given tickets to the Royal Ballet. She asks if Biff can go too, but her father again says no. However, there is no stopping Biff, and he sneakily follows her to the show. Although the ballet gets off to a magical start, calamity soon strikes when the prima ballerina falls off the stage. Thankfully, a passionate pug is there is to save the day! Donning a tutu, Biff prances onto stage and “dances as no dog has ever danced before!” At the end of the performance, Biff stands nervously on stage, waiting for the audience’s response. Although it is silent for a moment, the whole audience finally erupts in applause. Everyone realizes that dogs can do ballet.

Author’s Purpose:

This cute story challenges stereotypes we might have about who can do what. It challenges the reader to think outside the box and encourages them to pursue their dreams, no matter what they might be.

Classroom Activity based on new literacies discussed:

1. Students are asked to choose their favorite animal and think of an ability that no one else would expect that animal to do. They are then asked to imagine writing a book about that animal. Using the Seesaw platform online, they can either add photos or use digital drawing tools to create their book cover for their story (for example, “Fish don’t sing!”)

2. Biff had a dream of being a ballerina, on which he never gave up. Students are asked to think of their dreams and what they would like to be when they grow up. They then write a few simple sentences and draw a picture about their dreams (No Outsiders, n.d.).

Reference:

Kemp, A. (2010). Dogs don't do ballet. Simon & Schuster Childrens.

Summary: After a seemingly unsuccessful art class, Vashti sits at her desk, frustrated and staring at an empty page. Despite encouragement from her art teacher, Vashti insists that she is not an artist and cannot draw. In response, all her art teacher asks her to do is make one mark and sign it. This Vashti feels she can do, drawing one dot and signing it. The following week, when she returns to class, Vashti finds her “artwork” framed and hanging on her teacher’s wall. Now inspired, her teacher’s affirmation sets Vashti off on a journey of self-discovery as she explores all the different types of dots she can draw. Vashti’s display of dots was a huge success at the school art exhibition a few weeks later! At the show, she meets a young boy who doubts his artistic ability. Echoing her teacher’s words, Vashti asks him to draw a line and sign it.

Author’s Purpose: to help students develop a growth mindset by understanding that every person has tremendous potential and should never be afraid to try something new.

Classroom Activity based on new literacies discussed:

1. On a large piece of paper, the students are asked to work together and fill it with various circles and dots. Once they have completed their mural, they write a short opinion piece of the Dot painting they produced together (Firstieland, n.d.)

2. Each student is presented with a piece of paper with a dot in the middle. They are asked to transform that dot into anything they want (perhaps a car, a monster, or a flower). When they have finished, they write a short descriptive piece describing what they created from the dot.

Reference:

Reynolds, P. H. (2003). The dot. Candlewick Press.

Summary: The pout-pout fish swims glumly along in the sea, believing that because of his pouty expression, it is his destiny to “spread the dreary wearies” wherever he goes. As he swims along, he encounters many friends, such as the clam, the jellyfish, and the squid, who try to encourage him otherwise, to no success. After each encounter, the pout-pout fish repeats the same refrain “I’m a pout-pout fish, with a pout-pout face, and I spread the dreary wearies all over the place. “Blub, blub, bluuuuuuub.” However, at perhaps his lowest point, and much to his surprise, a beautiful silver fish comes and plants a kiss on his pouty lips. Astonished at the turn of events, it dawns on the pout-pout fish that perhaps his pouty expression is not necessarily glum. His frown has been turned upside down, and he promptly proclaims that he is now the kiss-kiss fish who spreads instead spreads “the cheery wearies all over the place” (Diesen, 2008).

Author’s Purpose:

To help students understand that we are not defined by what we look like and that everyone can change for the better.

Classroom Activity based on new literacies discussed:

1. Children are given a paper plate or cardboard circle to create a simple mask. On one side, draw a glum pout-pout fish and a happy kiss-kiss fish on the other. This mask is then used in a drama-literacy activity in which students change their actions and bodily expression depending on which side of the mask the teacher asks them to show.

2. Students are placed in pairs. One person plays the part of the pout-pout fish, while the other takes on the role of one of his friends. Together they reenact their specific scenes from the book. Each scene is then recorded and later put together by the teacher to create a video reenactment of the story that the students can rewatch together. If the students wish, they can create and add their own interactions between the pout-pout fish and other sea creatures.

Reference:

Diesen, D., & Hanna, D. (2008). The Pout-Pout fish. Farrar, Straus and Giroux.

Summary: Jerome, a young boy, has a unique collection. He does not collect things you might consider attractive; his collection is much more special. He collects words, notes them down, writes poems, pastes them in scrapbooks, organizes them into categories. He likes the sight and sound of words. His love for words is shared with the world as he also lets his words fly away into the hands of others, finding it wonderful to share them.

Author’s Purpose: The book helps expand the vocabulary and teaches students to see the value of words and their impact on people and the world around us.

Classroom Activity based on new literacies discussed:

1. Art. Students may use newspapers and magazines to collect words from headings, cut them out, and make a collage of words. They can use words of different sizes, shapes, and colors.

2. Technology. Use a digital platform where students may write favorite words from each unit, adding a definition, a picture, or a piece of writing that goes with the words. Use Seesaw, Google Jamboard, Google Slides, or other platforms.

Reference:

Reynolds, P. H. (2018a). The word collector (Illustrated ed.). Orchard Books.

Summary: In this book, the author uses spoonerism, an error in the speech that switches sounds between two words in a phrase. The book introduces us to the rabbit’s family, meeting new friends, and other adventures. It is funny and entertaining.

Author’s Purpose: The author writes the story using spoonerism to get the reader to think about that poem and the words. It is meant to be funny and entertaining.

Classroom Activity based on new literacies discussed:

1. As you read the book, ask the children to listen carefully and then figure out the spoonerism. Remind them that they have to listen carefully to the beginning sounds and pin out the syllables, consonants, or vowels that are swapped.

2. Create an anchor chart with spoonerism that the students may use to write short poems. Ask students to participate in creating the words list.

3. Have students read poems from the book, practice, then read them before the whole class.

Reference:

Silverstein, S. (2015a). Runny babbit: A billy sook (Illustrated ed.). HarperCollins.

Summary: This book presents Mrs. Millie as a funny teacher who always says something wrong. Whether there is a syllable replaces, a beginning sound, o a word with the same beginning sound but totally out of context. She tells the students to hang their “goats” to get their “penguins” to write, not cut in the “lion” when at lunch, and much more. It is a fun book for soundcheck, as Mrs. Millie goes throughout the school day and uses all kinds of funny words.

Author’s Purpose: The book is written for the reader’s entertainment, and it prompts the reader to listen or see what new words might be used and what is the correct word.

Classroom Activity based on new literacies discussed:

1. As you read the book, ask the children to listen carefully, and when they hear a word that is out of place, say STOP. Then students write it on a post-it, and along with it, they will write what word they think it should be. Encourage proper spelling using sounding out, beginning blends, asking a friend, etc.

2. Visual literacy. Ask students to choose one of the scenes in the book, think about what Mrs. Millie said, and draw a picture to match her words.

Reference:

Cox, J., & Mathieu, J. (2012). Don’t be silly, Mrs. Millie! (Reprint ed.). Two Lions.

Summary: The book is about five foxes who need to tend to themselves for food as their Fox mother heads down to Florida. The four foxes go hunting as Fosdyke cooks French food, but no luck. This goes on as Fosdyke asks them how their hunting was, but the foxes are too proud to admit they are famished. It is a fun alliteration book.

Author’s Purpose: The book is written in an alliteration format of the letter F.

Classroom Activity based on new literacies discussed:

1. Art. Students will go to their seats, consider a part of the story they enjoyed the most, and use labels to write alliteration from the book using as many words as the letter F.

2. Drama. Students will practice parts of the story to say, acting out of the conversations between Fosdyke and the foxes.

Reference:

Edwards, P. D., & Cole, H. (1997). Four famished foxes and fosdyke (Reprint ed.). Katherine Tegen Books.

Summary: A beautiful Caldecott Honor Book about a king who refuses to get out of the bathtub. All of the kingdom’s inhabitants attempted to persuade him to flee, and in the end, it was an unusual individual who ended up convincing him. When the contented King Bidgood refuses to leave his gorgeous bathtub, the whole court members become engaged in coaxing the obstinate king from his tub.

Author’s purpose: to introduce the concept of persuasive writing and speaking.

Classroom Activity based on new literacies discussed:

• Drama practice: Students must give a short speech to a peer and pretend to be characters from the book

• Email: Students write a persuasive email to a peer about why they should get out of the bathtub.

Reference:

Wood, A., & Wood, D. (2010). King bidgood’s in the bathtub (caldecott honor book) (Reprint ed.). Clarion Books.

Summary: A heartwarming story about a friendly giant whose heart outshines his fashion sense. The town giant decides to revamp his appearance and invests in stylish new clothing and footwear. However, when he comes across other characters in need of assistance, his heart outweighs his sense of flair. He eventually discards all of his new clothing and reverts to the scruffy Giant he was before entering the clothing shop.

Author’s purpose: to demonstrate the true self of being a good person and sharing.

Classroom Activity based on new literacies discussed:

• Use of technology: Using Canva, create a scene from the story

• Visual art: Draw the main character of the story

• Compare between the Giant at the beginning and the end of the story.

Reference:

Donaldson, J., & Scheffler, A. (2002). The smartest giant in town. Pan MacMillan.

Summary: A Giraffe aspires to be a dancer, but everyone tells him he is incapable of doing so. He forges his path to becoming the dancer he desires. This story is a cherished story of positive encouragement for every kid with lofty ambitions. Gerald, the giraffe, wishes he could dance, but his legs are too little and his neck too long. The warthogs, waltz, the chimpanzees, cha-cha, and the lions tango at the Jungle Dance. “Giraffes cannot dance,” they all mock when it is time for Gerald to swagger. Gerald, however, begins dancing to his lovely melody after receiving great advice from a wise cricket.

Author’s purpose: Encouraging the concept of doing what makes you happy and not giving up.

Classroom Activity based on new literacies discussed:

• Dream job poster: Students share a big dream through posters and present how they can achieve it.

• Sequencing game: students can play Kahoot to quiz what happens at different story points.

Reference:

Andreae, G., & Parker-Rees, G. (1999). Giraffes can’t dance. Orchard Books.

Summary: Office Knight and his pet dog Greg are renowned as the toughest cops in town. However, after a terrible accident caused by a bomb planted by Petey, “the world´s evilest cat,” the only way to save the two was to fuse their bodies by placing Greg’s head on Officer Knight’s body. Hence, Dog Man is born. This hilarious graphic novel recounts the adventures of Dog Man as he seeks to fight crime and bring about justice.

Author’s Purpose: a fun and engaging graphic novel that encourages young readers to read, write and draw.

Classroom Activity based on new literacies discussed:

1. Students are asked to create their own crime-fighting hero and create a short comic introducing the character. Students can choose between drawing their comic or using an online comic books creator (such as Canva or Creately).

2. Sarah Hatoff is a famous reporter in the story. Students get a chance to be reporters too and write a brief news article in response to the headline “Dog Man and Chief are Heroes!” (Scholastic, n.d.).

Reference:

Pilkey, D. (2016a). Dog man: A graphic novel (dog man #1). Graphix.

Scholastic, (n.d.). Writing Activities: Be a Reporter with Sarah Hatoff, https://www.scholastic.com/content/dam/scholastic/site/pilkey/activity/Dav-Pilkey-Print-Be-A-Reporter-Writing.pdf

Summary: Written in rhyme, Pirates in Pyjamas is a heartwarming story challenging young readers’ presuppositions about what kind of pajamas pirates might wear. The reader is introduced to Captain Grotbeard and his crew aboard the Leaky Parrot as they engage in hilarious antics in preparation for bedtime each night.

Author’s Purpose: To entertain the young reader and engage their imagination.

Classroom Activity based on new literacies discussed:

1. Students make pirate hats and eye patches in class. For homework, they take photos of themselves in their pajamas and wear their pirate costume. Each child has to think of a pirate name for themselves as a title for the image.

2. Working in small groups, students are asked to imagine what pirates might eat for breakfast each day when they wake up in the morning. Together they prepare a poster and present the “Pirate Breakfast Menu” to the class.

Reference:

Crowe, C., & Knight, T. (2015). Pirates in pajamas (Illustrated ed.). Tiger Tales.

Summary: A simple book of funny and engaging dog-related jokes for young children. It includes a variety of types of jokes, such as knock-knock jokes, puns, and the like.

Author’s Purpose: An easy-to-read book that will get all children chuckling.

Classroom Activity based on new literacies discussed:

1. Students pair up and take turns reading the jokes and corresponding punchlines aloud to their partners. This activity provides a fun opportunity for the students to practice reading aloud.

2. The students can have a Stand-up comedy day in class. Having read the book, each student can learn a joke from the book or a new one if they like. Later they will share the jokes on a Stand-up comedy day.

Reference:

Ponnay, B. (2021a). Knock knock, woof woof! (illustrated jokes) (Illustrated ed.). Xist Publishing.

Summary: An engaging book full of fun and somewhat loud action rhymes that are easy for students to join in on in class.

Author's Pose: To encourage a love of rhyme and poetry in young learners by allowing them to make some noise and have some fun.

Classroom Activity based on new literacies discussed:

1. After having listened to the teacher read the book in class, students get together in small groups and choose their favorite rhyme. They have to decide how they would like to present this rhyme to the rest of the class. Since the poems are quite noisy, they can see how they can use classroom supplies to make impromptu instruments for their presentations.

Reference:

Blake, Q. (1992a). All join in (New Edition). Red Fox.