A6_7 Annotated Bibliography of Children’s Literature An annotated bibliography is a list of citations and brief reaction to books (or other materials). The annotations inform the reader of the relevance and quality of each book. Create an annotated bibliography of a wide range of young children’s literature. You should have at least 20 entries in alphabetical order. You can begin this assignment early – it is due on Sunday of Week Seven! Ways to do this assignment: • If you are interested in teaching a specific grade level, you may select all your books from that level. Your bibliography will be a helpful resource when you start your own classroom library. • Be sure the books you choose come from a variety of genres of literature. See the handout about genres for more information. • You may choose to use your field experience classroom as a resource if you have started any of your field experience classes (practicum or student teaching). You can ask the children what books they have read and use their opinions along with your annotations. • Alternately, if you are not sure what level you would like to teach, you can explore a variety of reading levels in your choices. • Books can be checked out from your local public library for this assignment – no need to purchase the books. 20 Annotations with the Following Required Items: • At least 1 book that is a myth, legend, or folklore • At least 1 book that is fantasy • At least 1 book that is informational or non-fiction • At least 1 book that is historical fiction • At least 1 book that is realistic fiction • At least 2 books from the Caldecott Medal Book List found at http://www.ala.org/alsc/awardsgrants/bookmedia/caldecottmedal/caldecottwinners/caldecottmedal Annotation Instructions: 1. Identify the book using APA or MLA format. Identify the illustrators and the genre of the book. Tell the age group this book is appropriate for. Give a one- paragraph (2-3 sentences) plot summary, and then write a brief (about 100 words) evaluative paragraph (Notes). The paragraph can discuss anything related to the book. Consider the following list for this section, but do not answer all the questions for each entry. Try to focus your response on whatever most strikes you about the book: · Tell what you noticed, what you thought and felt, and why. · Tell what you liked and didn't like, and why. · Tell what these books said and meant to you. · Why would this be a good book to recommend to children? · What is the author saying about life and living through this book? · What connections are there between the book and real life? · How will children relate to the characters? ( Please do not look for reviews or postings on the Internet about the book. These are short books, so read the book for yourself.) Sample Annotation – Follow this format: Waddell, M. (2002). Owl babies. Summerville, MA: Candlewick Press. .

1. A6_7 Annotated Bibliography of Children’s Literature
An annotated bibliography is a list of citations and brief
reaction to books (or
other materials). The annotations inform the reader of the
relevance and quality
of each book.
Create an annotated bibliography of a wide range of young
children’s literature.
You should have at least 20 entries in alphabetical order. You
can begin this
assignment early – it is due on Sunday of Week Seven!
Ways to do this assignment:
• If you are interested in teaching a specific grade level, you
may select all your
books from that level. Your bibliography will be a helpful
resource when you
start your own classroom library.
• Be sure the books you choose come from a variety of genres of
literature. See
the handout about genres for more information.
• You may choose to use your field experience classroom as a
resource if you
have started any of your field experience classes (practicum or
student
teaching). You can ask the children what books they have read
and use their
opinions along with your annotations.

2. • Alternately, if you are not sure what level you would like to
teach, you can
explore a variety of reading levels in your choices.
• Books can be checked out from your local public library for
this assignment –
no need to purchase the books.
20 Annotations with the Following Required Items:
• At least 1 book that is a myth, legend, or folklore
• At least 1 book that is fantasy
• At least 1 book that is informational or non-fiction
• At least 1 book that is historical fiction
• At least 1 book that is realistic fiction
• At least 2 books from the Caldecott Medal Book List found at
http://www.ala.org/alsc/awardsgrants/bookmedia/caldecottmedal
/caldecottwinners/caldecottmedal
Annotation Instructions:
1. Identify the book using APA or MLA format. Identify the
illustrators and the
genre of the book. Tell the age group this book is appropriate
for. Give a one-
paragraph (2-3 sentences) plot summary, and then write a brief
(about 100
words) evaluative paragraph (Notes). The paragraph can
discuss anything
related to the book. Consider the following list for this section,
but do not answer
all the questions for each entry. Try to focus your response on
whatever most
strikes you about the book:
· Tell what you noticed, what you thought and felt, and why.

3. · Tell what you liked and didn't like, and why.
· Tell what these books said and meant to you.
· Why would this be a good book to recommend to children?
· What is the author saying about life and living through this
book?
· What connections are there between the book and real life?
· How will children relate to the characters?
( Please do not look for reviews or postings on the Internet
about the book.
These are short books, so read the book for yourself.)
Sample Annotation – Follow this format:
Waddell, M. (2002). Owl babies. Summerville, MA:
Candlewick Press.
Illustrator: Benson, P.
Genre: Anthropomorphic Fiction
Age Group: infant through preschool age
Plot Summary: Three baby owls wake in the night to find their
owl mother is
gone. They express their feelings of worry about their missing
mom and at the
end of the book, flap with joy when their mom returns. This
book chronicles
separation anxiety through the eyes of three owl siblings.
Notes: This book about separation anxiety illustrates the point
that ‘mommies
always come back’. It can be comforting for young children in
care settings who
worry about their mommy or daddy coming back. As the owl
babies worry about
their mom, they verbalize their fears. The smallest owl, Bill,
repeats, “I want my

4. mommy” throughout the book, and children love to chant this
line with the reader.
When Mommy returns to the nest, she states, “What’s all the
fuss? You knew I
would come back.” (Note from Cathy: I used this book for
years with young
children when I was in the classroom – I have it memorized.) I
recommend this
book to help comfort young children distressed from separation
anxiety.
Tips
• Your evaluative paragraphs should be at least 100 words (this
one is 120).
• Describe your thoughts after reading the book. Quick but
thoughtful reactions
are what you want here. Don’t copy and paste someone else’s
thoughts – this
is plagiarism.
• You might want to ask a child what he or she liked or didn’t
like about the
book. Ask about characters, action, etc. Discuss the child’s
response as your
evaluative paragraph. (Don’t do this for every entry. I primarily
want to hear
what YOU thought of these books and why you think they might
be valuable to
children)
• Use APA or MLA format for the citation, APA preferred.
Information on
formatting references can be found in the ANGEL class, Format
Information
folder.

5. • Alphabetize the entries.
• Use the most specific genre name (Examples: historical fiction
instead of
realism; anthropomorphic fiction instead of fiction)
• This project is due at the end of the week seven. You can start
working on it
early.
This assignment is adapted from
http://staffwww.fullcoll.edu/janderson/children's lit/annotated
bib.pdf
Genres
in
Children’s
Literature
Adapted from
http://www.breitlinks.com/my_libmedia/children's_genres.htm
and http://libguides.ashland.edu/childlitgen
Category Brief Description: Genres in Children's Literature
Picture Books (Not a genre – but a format)
All the books you read for the assignment will be picture books
Definition of a Picture Book: Interdependence of art and text.
The story presented through a

6. combination of text and illustration. There may or may not be
text with the book. The content of the
book, however, can be fully explained or illustrated with
pictures. Classification is based on format,
not genre. All genres appear in picture books.
Poetry &
Verse
Condensed language, imagery. Distilled, rhythmic expression
of imaginative thoughts
and perceptions.
Folklore
Literary heritage of humankind. Traditional stories, myths,
legends, nursery rhymes,
and songs from the past. Oral tradition; no known author.
Folktales. These feature common folks, such as peasants, and
commonplace
events. There maybe be some "make-believe" elements, like
talking animals, but the
stories, overall, sound logical - even realistic. Folk tales seek
to explain things about
life, nature, or the human condition.
Fairy Tales. Also called "magic stories," these are filled with
dreamlike possibility.
Fairy tales feature magical and enchanted forces. They always
have a "happily ever
after" ending, where good is rewarded and evil is punished.
Fables. Short stories, in verse or prose, with an moral ending.
These types of
stories are credited Aesop (6th century BC), who told tales of
animals and other

7. inanimate objects that teach lessons about life.
Legends. While based in history, these stories embellish the
life of a real person.
The facts and adventures of the person are exaggerated, making
the individual famous
for their deeds.
Myths. Some stories have to be told as related tales to be
meaningful. Myths
portray themselves as representing a distant past. They contain
common themes and
characters, often "gods." Myths attempt to explain the
beginning of the world, natural
phenomena, the relationships between the gods and humans, and
the origins of
civilization. Myths, like legends, are stories told as though they
were true.
Fantasy
Imaginative worlds, make-believe. Stories set in places that do
not exist, about people,
objects, and creatures that could not exist, or events that could
not happen.
Animal anthropomorphic fiction is fantasy, since animals do not
talk. This is a common
theme in children’s books.
Anthropomorphic fiction- giving animals human characteristics
(eg. Brerenstain bears)
Science
Fiction
Based on extending physical laws and scientific principles to
their logical outcomes.

8. Stories about what might occur in the future.
Realistic
Fiction
"What if" stories, illusion of reality. Events could happen in
real world, characters seem
real; contemporary setting.
Historical
Fiction
Set in the past, could have happened. Story reconstructs events
of past age, things that
could have or did occur. They feature children as their main
characters and often allow
young readers to "experience" different settings, cultures, and
situations than what is
the norm for their lifestyle.
Biography Plot and theme based on person's life. An account of
a person's life, or part of a life history; letters, memoirs,
diaries, journals, autobiographies.
Genres
in
Children’s
Literature
Adapted from
http://www.breitlinks.com/my_libmedia/children's_genres.htm
and http://libguides.ashland.edu/childlitgen

9. Nonfiction Facts about the real world. Informational books that
explain a subject or concept.
Handout 6.1 ECE 154 Selecting Wonderful Books
Name________________________________________
Directions: As a teacher you will receive questions from parents
about what type of books you would recommend for young
children. Create a list of the information you would use to
answer their questions… use the rubric below to help you
consider various aspects to be included in the list….
Design a two-sided, 8 X 11 inch brochure with graphics
identifying features and characteristics of good books for young
children, suitable for sending home with parents. Hint: You may
use Special Feature 6.1, Reading by Ages and Stages, on pages
122 to 124 in your text.
Grading Rubric for Brochure
Features
5
3
1
Introduction
Welcoming and attention grabbing, establishes a clear purpose
Welcoming and attention grabbing
Introduction is not compelling or poorly written
Book Characteristics
5 characteristics described with ages and stages intertwined
3 characteristics described with ages and stages intertwined
1 characteristics described with ages and stages intertwined
Examples of texts

10. 5 recommended texts with book covers
3 recommended texts with book covers
3 recommended texts
Inclusion of websites
3 websites identified information about the good features of this
website.
2 websites identified information about the good features of this
website.
1 website identified information about the good features of this
website.
Aesthetics
Colorful, well organized, visual elements work well together, no
typos
Colorful & well organized, no typos
Typos or not well designed