Georganna Pizanowski

ECE 260-Fall Semester

Professor Kalas

October 1, 2017

Picture Book File

Evaluation guide for Fiction

Author: Else Holmelund Minarik

Title: Little Bear

Publisher: Harper Collins Publishers

Summary: Little bear goes throughout his days playing and doing different things while his

mother is there the entire time.

Evaluation:

Plot: As little bear is cold; mother bear is there. She is there when he plays that he went to the

moon, for his birthday, and to make his wish.

Believability: (absence of coincidence, sentimentally, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: I gave the believability a 10 because mothers are always there for their children and

their needs.

Major dramatic question (clear early in book?) Yes Yes(but slow emerging) No
Comment: Dramatic question of if his mother will come through for him was slowly emerging

from beginning to end.

Other considerations (satisfactory conclusion, tension, clear conflict, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: Little bear knew that mother bear was always going to make him happy. The

conclusion was very satisfactory for this story.

Style and language (precise vocabulary, figurative language, dialogue, cadence, understatement,

unexpected insights, line in sand, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: The style and language of which it is written is more of questions or the little bear

was asking his mother for things.

Pacing 1 2 3 4 5 6 7 8 9 10

Comment: This book is not one that read fast or slow it was just neutral, so I gave it a 5.

Character (dynamic protagonist, characters ring true [including cultural considerations], etc.)

1 2 3 4 5 6 7 8 9 10

Comment: Bears will play in the outdoors but not live like humans and eat cake, cook, or knit. It

does not ring true in that sense. I took the different animals at the birthday party as the cultural

diversity.

Setting (detail, texture) 1 2 3 4 5 6 7 8 9 10

Comment: The detail in this story would be different if it were people doing these things. The

details would be spot on but for the bears the detail of things they are doing is all wrong.

Theme (absence of overt didacticism?) 1 2 3 4 5 6 7 8 9 10

Comment: It was veery didactic in the whole story. Every new part has mother bear being there.

The whole book suggests that mother is there.

Other considerations (mood, tone, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: The tone is from a little childs prospective.

Is it a well-rounded piece? 1 2 3 4 5 6 7 8 9 10

Comment: It is an enjoyable reading book for little children just beginning to read. The plot is

strong and is pulled together at the end.

Overall rating (10 high, 1 low) 1 2 3 4 5 6 7 8 9 10

Comment: I only gave it a 5 because it is not how people would talk. Although children can

relate to their mothers always being there for them we would not actually speak to one another

that way.

Evaluation guide for Fiction

Author: Evan Shine

Title: Racing Rivals

Publisher: Random House Disney

Summary: Lightning Mcqueen and Mater go to races all over the world but wind up back home

in Radiator Springs.

Evaluation:
Plot: Lightning Mcqueen and Mater travel for races which tests their friendship only to wind up

back home where everyone is friends.

Believability: (absence of coincidence, sentimentally, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: Friendships get tested and small children might relate to this and see it from a certain

view because they like this movie.

Major dramatic question (clear early in book?) Yes Yes(but slow emerging) No

Comment: The dramtic question didnt come until closer to the end of the book.

Other considerations (satisfactory conclusion, tension, clear conflict, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: There was clearly conflict between mater and lightning but it was conflict children

can relate to.

Style and language (precise vocabulary, figurative language, dialogue, cadence, understatement,

unexpected insights, line in sand, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: Uses precise vocabulary so that the story is not too wordy. Takes readers to the point

of the story.

Pacing 1 2 3 4 5 6 7 8 9 10

Comment: The story line runs smooth and the characters interactions and transitions are smooth.

Character (dynamic protagonist, characters ring true [including cultural considerations], etc.)

1 2 3 4 5 6 7 8 9 10

Comment: There was no culture consideration in the story.

Setting (detail, texture) 1 2 3 4 5 6 7 8 9 10

Comment: The setting takes place on a race track which make sense since the characters are cars.

Theme (absence of overt didacticism?) 1 2 3 4 5 6 7 8 9 10

Comment: It has didacticism but you dont find the lesson out until the end of the story.

Other considerations (mood, tone, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: The tone was relatable to children.

Is it a well-rounded piece? 1 2 3 4 5 6 7 8 9 10

Comment: It was written well and uses a character that children can relate to. The story came

together nicely.

Overall rating (10 high, 1 low) 1 2 3 4 5 6 7 8 9 10

Comment: It was an enjoyable book. Children relate to the characters and the situation of

friendship. The story doesnt pull together until closer to the end of the story so I gave the story a

7.

Evaluation guide for Fiction

Author: Laura Numeroff

Title: If you give a mouse a cookie

Publisher: Harper Collins Publishers

Summary: A boy gives a mouse a cookie but after he does the mouse keeps him very busy.

Evaluation:
Plot: When a boy does a good thing by feeding a hungry mouse he takes on a lot of extra work

after.

Believability: (absence of coincidence, sentimentally, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: The boy does a good thing by feeding a hungry animal. I dont know if children can

relate to this story.

Major dramatic question (clear early in book?) Yes Yes(but slow emerging) No

Comment: There was no dramatic question that was clear in the book.

Other considerations (satisfactory conclusion, tension, clear conflict, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: There was no conclusion just seemed to begin all over again at the end.

Style and language (precise vocabulary, figurative language, dialogue, cadence, understatement,

unexpected insights, line in sand, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: The language was relatable and the style used precise vocabulary.

Pacing 1 2 3 4 5 6 7 8 9 10

Comment: This book is not one that read fast or slow it was just neutral so I gave it a 5.

Character (dynamic protagonist, characters ring true [including cultural considerations], etc.)

1 2 3 4 5 6 7 8 9 10

Comment: There was no cultural considerations.

Setting (detail, texture) 1 2 3 4 5 6 7 8 9 10

Comment: The setting followed the story. Whenever the mouse went to do the different things

the location changed.

Theme (absence of overt didacticism?) 1 2 3 4 5 6 7 8 9 10

Comment: There was no didacticism to this story.

Other considerations (mood, tone, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: The mood was fun. It was told like the little boy was trying to tell you once you start

with a cookie it leads to more.

Is it a well-rounded piece? 1 2 3 4 5 6 7 8 9 10

Comment: It was a good piece for small children but as for an adult it was all over the place.

Overall rating (10 high, 1 low) 1 2 3 4 5 6 7 8 9 10

Comment: I gave it a 5 because it is a fun book and the children can laugh at the pictures and the

mouse but there was no real point that sticks out. In the end it just starts over again.

Evaluation guide for Fiction

Author: Dr. Suess

Title: Mr. Brown Can Moo! Can You?

Publisher: Random House

Summary: Mr. Brown is goes throughout his day making different animal sounds as he goes

along.

Evaluation:
Plot: Mr. Brown is making different animal sounds and wants to know if you can do the same.

Believability: (absence of coincidence, sentimentally, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: The believability comes from when reading this book, you make the noises that Mr.

Brown makes.

Major dramatic question (clear early in book?) Yes Yes(but slow emerging) No

Comment: The dramatic question is can you make the noise. It states it right in the beginning so

you know what it is.

Other considerations (satisfactory conclusion, tension, clear conflict, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: The conclusion is to see if you can make all the animal sounds. Very Satisfactory.

Style and language (precise vocabulary, figurative language, dialogue, cadence, understatement,

unexpected insights, line in sand, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: Very wordy and repetitive.

Pacing 1 2 3 4 5 6 7 8 9 10

Comment: Very easy flowing with the rhymes.

Character (dynamic protagonist, characters ring true [including cultural considerations], etc.)

1 2 3 4 5 6 7 8 9 10

Comment: Does not have cultural considerations.

Setting (detail, texture) 1 2 3 4 5 6 7 8 9 10

Comment: There is no actual setting the pictures ad words are all over the page.
Theme (absence of overt didacticism?) 1 2 3 4 5 6 7 8 9 10

Comment: I believe the didacticism is seeing if the children can make the different animal

sounds.

Other considerations (mood, tone, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: The mood is fun for children.

Is it a well-rounded piece? 1 2 3 4 5 6 7 8 9 10

Comment: The words are all over but the rhythm is fun.

Overall rating (10 high, 1 low) 1 2 3 4 5 6 7 8 9 10

Comment: This is a fun book for beginning readers. The rhythm is very smooth and they learn

the different sounds of animals and it can teach them what sound each animal makes. One of my

favorite books by Dr. Suess.

Evaluation guide for Fiction

Author: Kimo Armitage

Title: Limu The Blue Turtle and his Hawaiian Garden

Publisher: Island Heritage Publishing

Summary: Limu has a Hawaiian garden and he plants a tree that kills all the food for his friends

and everyone leaves. He tries to fix it and get everything back.

Evaluation:
Plot: When Limu planted a seaweed tree and it overgrew so that there was no food left all the

fish had to leave. Limu set out to bring the tree somewhere it can grow without killing all the

food. He found it and fixed his garden.

Believability: (absence of coincidence, sentimentally, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: The children can relate to the sentimentally of this book. They can be sad when Limu

loses his friends because they have no food. They can be happy when Limu returns home and

fixes the garden.

Major dramatic question (clear early in book?) Yes Yes(but slow emerging) No

Comment: The question of if he can get the seaweed safe and fix his garden was slow but came

together at the end.

Other considerations (satisfactory conclusion, tension, clear conflict, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: The conclusion was a happy ending. Very satisfactory.

Style and language (precise vocabulary, figurative language, dialogue, cadence, understatement,

unexpected insights, line in sand, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: It is not too wordy and gets straight to the point.

Pacing 1 2 3 4 5 6 7 8 9 10

Comment: This book is not one that read fast or slow it was just neutral so I gave it a 5.

Character (dynamic protagonist, characters ring true [including cultural considerations], etc.)

1 2 3 4 5 6 7 8 9 10

Comment: Does not have cultural considerations only basically for the Hawaiian culture.
Setting (detail, texture) 1 2 3 4 5 6 7 8 9 10

Comment: The setting was in the Hawaiian ocean and showed different fish and whales.

Theme (absence of overt didacticism?) 1 2 3 4 5 6 7 8 9 10

Comment: I dont believe this book shows didacticism it is more of just telling a story.

Other considerations (mood, tone, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: The mood and tone were happy and colorful

Is it a well-rounded piece? 1 2 3 4 5 6 7 8 9 10

Comment: For it being just a story it is a well-rounded piece but it is missing didacticism and

lesson that a child is learning.

Overall rating (10 high, 1 low) 1 2 3 4 5 6 7 8 9 10

Comment: I gave this story an 8 because it is nice just to read a story without a lesson to be

learned.

Evaluation guide for Fiction

Title: Shark School

Publisher: Scholastic INC

Summary: Harry the Hammer is a shark that wants to prove that he is a cool and tough shark.

The school goes on a field trip and something happens and Harry finds the opportunity to prove

he is just like the cool sharks.

 Evaluation:

Plot: For Harry to prove he is just like the cool sharks.

Believability: (absence of coincidence, sentimentally, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: There is no sentimentally. The kids cannot get excited, happy or sad.

Major dramatic question (clear early in book?) Yes Yes(but slow emerging) No

Comment: It was not clear early in the book of what was going to happen or what was expected

to happen.

Other considerations (satisfactory conclusion, tension, clear conflict, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: There was clear conflict when the class could not find Ralph. Harry realizes that he

can use his sensors to find Ralph.

Style and language (precise vocabulary, figurative language, dialogue, cadence, understatement,

unexpected insights, line in sand, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: This book uses figurative language, precise vocabulary and the dialogue is good for

second grade children.

Pacing 1 2 3 4 5 6 7 8 9 10

Comment: This book is not one that read fast or slow it was just neutral so I gave it a 5.

Character (dynamic protagonist, characters ring true [including cultural considerations], etc.)

1 2 3 4 5 6 7 8 9 10

Comment: No real cultural considerations.

Setting (detail, texture) 1 2 3 4 5 6 7 8 9 10

Comment: Took place in ocean but the pictures do not really reflect that more words so you have

to figure out setting in your head.

Theme (absence of overt didacticism?) 1 2 3 4 5 6 7 8 9 10

Comment: I believe that the didacticism was present at the end of the story and the children

ready to read this story would know what it was trying to teach you.

Other considerations (mood, tone, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: The mood and tone where kind of hard to follow in the beginning.

Is it a well-rounded piece? 1 2 3 4 5 6 7 8 9 10

Comment: It is a well-rounded piece for second graders. They can understand and relate to the

story because the main character is a shark.

Overall rating (10 high, 1 low) 1 2 3 4 5 6 7 8 9 10

Comment: I gave it a 9 because it had to do with school and friends and the writing and style

relates to children in this age group. It meets the standards for what these children are learning in

this age group.

Evaluation guide for Fiction

Author: Emily Hutta

Title: Winnie the Pooh How do you hop so high?

Publisher: Advance Publishers

Summary: Tigger found many talents and they went throughout the day to see what Poohs

talents were. At the end of the Pooh couldnt find anything he was good at so he and his friends

went to Poohs thinking spot to find out what talents Pooh is good at.

Evaluation:

Plot: Tigger had many talents and was showing Pooh and Roo what they were. He said he could

do all the things other animals could do but Pooh found he could not. The three friends went to

Poohs thinking spot to find out what his talents were.

Believability: (absence of coincidence, sentimentally, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: There was no sentiment to the story. It just went through the same thing but different

animals.

Major dramatic question (clear early in book?) Yes Yes(but slow emerging) No

Comment: The dramatic question grew bigger with each animal.

Other considerations (satisfactory conclusion, tension, clear conflict, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: It was a satisfactory conclusion when Pooh found out he did have talents as well as

his friends.

Style and language (precise vocabulary, figurative language, dialogue, cadence, understatement,

unexpected insights, line in sand, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: A little wordy. Uses words that the characters from the show would use so you can

hear them saying it as you read.

Pacing 1 2 3 4 5 6 7 8 9 10
Comment: This book is not one that read fast or slow it was just neutral so I gave it a 5.

Character (dynamic protagonist, characters ring true [including cultural considerations], etc.)

1 2 3 4 5 6 7 8 9 10

Comment: No cultural considerations where in this book.

Setting (detail, texture) 1 2 3 4 5 6 7 8 9 10

Comment: By reading it I could not tell where the setting was I had to look at the pictures.

Theme (absence of overt didacticism?) 1 2 3 4 5 6 7 8 9 10

Comment: I dont think there was an absence of didacticism but I do think it was clear to what

the lesson is.

Other considerations (mood, tone, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: The mood of the story more of Tigger saying he was great at everything.

Is it a well-rounded piece? 1 2 3 4 5 6 7 8 9 10

Comment: I dont believe it was a well-rounded piece. I think it was one character saying he was

good at everything but lets help you find one thing you are good at.

Overall rating (10 high, 1 low) 1 2 3 4 5 6 7 8 9 10

Comment: I felt like it had an underlying message. I think it should not of had Tigger saying he

could do all those things and then make a chart where Tigger and Roo could do most things but

Pooh had nothing on his side.

 Evaluation guide for Fiction

Author: Jane Werner Watson

Title: The Very Best Home For Me

Publisher: Western Publishing

Summary: The different animals that lived together did not like the food that the other made so

they had to do something about it.

Evaluation:

Plot: The animals all lived in the same house but it was not working out so they had to find

homes that worked for them.

Believability: (absence of coincidence, sentimentally, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: It showed sentimental feelings of friends and how they all needed different things.

Major dramatic question (clear early in book?) Yes Yes(but slow emerging) No

Comment: Towards the middle of the book it was made clearer.

Other considerations (satisfactory conclusion, tension, clear conflict, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: There was a clear conflict that when the animals all realized they didnt like one

anothers food choices.

Style and language (precise vocabulary, figurative language, dialogue, cadence, understatement,

unexpected insights, line in sand, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: Used precise vocabulary and got straight to the point.

Pacing 1 2 3 4 5 6 7 8 9 10

Comment: This book is not one that read fast or slow it was just neutral so I gave it a 5.

Character (dynamic protagonist, characters ring true [including cultural considerations], etc.)

1 2 3 4 5 6 7 8 9 10

Comment: I believe that the characters showed cultural considerations by realizing they are all

different and need to be in a home that is suitable for them.

Setting (detail, texture) 1 2 3 4 5 6 7 8 9 10

Comment: In the beginning the setting was in one place but at the end it became several places.

The story did well in placing the animals in homes that were right for them.

Theme (absence of overt didacticism?) 1 2 3 4 5 6 7 8 9 10

Comment: The theme was good. It used animals to tell a story of homes that were right for each

animal.

Other considerations (mood, tone, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: The tone and mood of the book was playful but not overly exciting.

Is it a well-rounded piece? 1 2 3 4 5 6 7 8 9 10

Comment: I think so because children can relate to the different characters.

Overall rating (10 high, 1 low) 1 2 3 4 5 6 7 8 9 10

Comment: I gave it a 9 because it had that message that everyone is different and they need to

find what is right for them. Children can relate to this message through the animal characters.
 Evaluation guide for Fiction

Author: Richard Scarry

Title: Best Little word book ever

Publisher: Western Publishers

Summary: Huckle the cat takes through everyday life and everything that is seen is named.

Evaluation:

Plot: : Huckle the cat takes through everyday life and everything that is seen is named.

Believability: (absence of coincidence, sentimentally, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: The believability of the story is easy because it does name everything that is seen that

people do everyday. People encounter these so the children can relate.

Major dramatic question (clear early in book?) Yes Yes(but slow emerging) No

Comment: There was no dramatic present.

Other considerations (satisfactory conclusion, tension, clear conflict, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: There was no real conclusion or purpose to the story.

Style and language (precise vocabulary, figurative language, dialogue, cadence, understatement,

unexpected insights, line in sand, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: It used precise vocabulary but words were all over the place.

Pacing 1 2 3 4 5 6 7 8 9 10

Comment: The words were all over the pages so there was no rhythm to the book.
Character (dynamic protagonist, characters ring true [including cultural considerations], etc.)

1 2 3 4 5 6 7 8 9 10

Comment: I think this book was showing what people see everyday.

Setting (detail, texture) 1 2 3 4 5 6 7 8 9 10

Comment: There was no real setting to this book.

Theme (absence of overt didacticism?) 12 3 4 5 6 7 8 9 10

Comment: This book will help children learn words of everyday things.

Other considerations (mood, tone, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: No specific mood or tone because it was not specific.

Is it a well-rounded piece? 1 2 3 4 5 6 7 8 9 10

Comment: I believe that it was a good book to teach small children words but not as a story.

Overall rating (10 high, 1 low) 1 2 3 4 5 6 7 8 9 10

Comment: It was too busy on the pages and the story was hard to find in between all the words.

Evaluation guide for Fiction

Author: Elizabeth B. Rodger

Title: The Bunnies Counting Book

Publisher: Western Publishers

Summary: Sally goes through playing in her day with her brothers and sisters.
 Evaluation:

Plot: Sally goes through her day playing and counting.

Believability: (absence of coincidence, sentimentally, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: The story was being told but then it was like someone telling you to count.

Major dramatic question (clear early in book?) Yes Yes(but slow emerging) No

Comment: Dramatic question of if you can count to that number is on the first page.

Other considerations (satisfactory conclusion, tension, clear conflict, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: No real conclusion. Just counting how many bunnies at the picnic.

Style and language (precise vocabulary, figurative language, dialogue, cadence, understatement,

unexpected insights, line in sand, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: It was The story was not wordy but it seemed like it was written to see if you could

count instead of telling a story.

Pacing 1 2 3 4 5 6 7 8 9 10

Comment: This book is not one that read fast or slow it was just neutral so I gave it a 5.

Character (dynamic protagonist, characters ring true [including cultural considerations], etc.)

1 2 3 4 5 6 7 8 9 10

Comment: Did not have any cultural considerations.

Setting (detail, texture) 1 2 3 4 5 6 7 8 9 10

Comment: The book had plenty detail of what each character was doing. Also, showed you how

much Sally had and if you could count that much of anything else.

Theme (absence of overt didacticism?) 1 2 3 4 5 6 7 8 9 10

Comment: The theme of the book was counting and they portrayed a good picture on that.

Other considerations (mood, tone, etc.) 1 2 3 4 5 6 7 8 9 10

Comment: The tone and mood were playful.

Is it a well-rounded piece? 1 2 3 4 5 6 7 8 9 10

Comment: I think how the bunnies went to the picnic and how all the cousins and uncles were

there made the story a bit much.

Overall rating (10 high, 1 low) 1 2 3 4 5 6 7 8 9 10

Comment: Good book to teach kids how to count to twenty but not fifty.