WPC0 A}Ia~õ4yn5^r*$%FAbBbe>QȧWtZ9}$wYXPF1@1,Q݅%-b^CM=H4'.!pW:Rh%H%r0l\v{:0bMtn'=_,N;z ۳<0{xzFx8]]?"dWȐv#nH'4  u'I)t|{Rl%C1uzA% FzV"7"GO߻nZ@|c12w.C. 7# #dJNbU3SFAԯ/@sh! tKO,m "6yE 0  0 0 0a; 0 0P 09 0= 02 0K 0:G 0 0_ 0 e 0ko 0! B*# D3# C# D+$ 0C$ 0 & 06& 0'' 0:/( 0hi( 0F(U6)U>M)U*)M) 1)@*++,X-M.f".a$.f8.a:.MN.MR.MV.U:Z. B. A. 0DN/ D3/ 0K// AQ00 0Da0 0D0\\TVDSBTREE\PARKVIEW_LAB1_4100N.PARKVIEW.RFNewbury2.WES,,,,0(9 Z6Times New Roman RegularX($,rAZ"Arial Regular'D0 9:;<D=>?@AB{w-0+003|xB U(;3$2#  0  .3  0  3#37=CIQYag1.a.i.(1)(a)(i)1)a)(O;$0  2#  a  .3  0` (#(#(b$0  0` (#(#2#   .3  0 ` (#` (#(xir$0  0` (#(#0 ` (#` (#2#(  0  )3  0 (# (#($0  0` (#(#0 ` (#` (#0 (# (#2#(  a  )3  0h(#(#(F$0  0` (#(#0 ` (#` (#0 (# (#0h(#(#2#(   )3  0h(#h(#($0  0` (#(#0 ` (#` (#0 (# (#0h(#(#0h(#h(#2#  0  )3  0(#(#({$0  0` (#(#0 ` (#` (#0 (# (#0h(#(#0h(#h(#0(#(#2#  a  )3  0p(#(# xGaeimquy}Bullet ListBullets List hhQCEIMQUY]aAutoList1""""""""i)1)a) hxQCEIMQUY]aAutoList2""""""""i)1)a) hQCEIMQUY]aAutoList3""""""""i)1)a) hQCEIMQUY]aAutoList4""""""""i)1)a) hQCEIMQUY]aAutoList5""""""""i)1)a)(' CEMU]emu}AutoList6(a)(a)(a)(a)(a)(a)(a)(a) hQCEIMQUY]aAutoList7""""""""i)1)a) hQCEIMQUY]aAutoList8""""""""i)1)a) hQCEIMQUY]aAutoList9""""""""i)1)a) hEGKOSW[_cAutoList10"""""""")1)a) hEGKOSW[_cAutoList11"""""""")1)a)Cheryl Dinnin, TVDSB, January 2004 0#Xd# ! 0qZ 2Comic Sans MS Regular0.Normal<:Definition T<GD:Definition L , ;1` hp x (#;  8.` hp x (#886Definition('z&H1      XXX(o&H2  XXX(o&H3  XXX(&H4 XXX XXX(o&H5  XXX(o&H6  XXX20Address8SP6Blockquote , , ;1` hp x (#;   8.` hp x (#8,*CITE,dl*CODEKD<6X9`(Courier NewKXXXSE\  `&Times New RomanS42Emphasis6&)4Hyperlink            <:FollowedHype    4go2Keyboard KD<6X9`(Courier NewK XXXSE\  `&Times New RomanS<:Preformatted/%  ,Kk (#/KD<6X9`(Courier NewKXXXSE\  `&Times New RomanS/%  ,Kk (#/<:zBottom of I:;4$ ** ddI  B    ?F%2A`Arial?9<;*  dd9  XXXSE\  `&Times New RomanS  &0 d d9999'dxddd'dxd<:zTop of ForI:;4$** ddI  B    ?F%2A`Arial?9<;*  dd9  XXXSE\  `&Times New RomanS  0Kl.SampleKD<6X9`(Courier NewKSE\  `&Times New RomanS0.Strong 8dl6TypewriterKD<6X9`(Courier NewKXXXSE\  `&Times New RomanS42Variable:8HTML MarkupB      2 0CommentB  <6X9`(Courier New\  `&Times New Roman%2A`Arial h(EGKOSW[_cAutoList12"""""""")1)a)Level 1Level 2Level 3Level 4Level 5Level 1Level 2Level 3Level 4Level 5Level 1Level 2Level 3Level 4Level 5Level 1Level 2Level 3Level 4Level 5Level 1Level 2Level 3Level 4Level 5`TABLE ALsTABLE B-zAZ"Arial Regular dIY[< I&mage <=8C HKKKK(3$ !  WWWW'dxd( $ Figure  1  K_Y`ZC<<C(3$ !  ($$   1  !  _,XXXX XX    "&?GetThinkingwithPictureBooks!# #   presentedbyCheryl_Dinnin_,ThamesValley_DSB_ 4 at_O.L.A._ԀSuperConference2004,Toronto  Readingaloudcanexcitechildrenandinteresttheminauthors,booksandreadingmorethanyoumightthink.Whenyouchooseabooktoreadaloud,chooseonethatsuitsthegradeslevelofunderstanding,isfamiliartoyousoyoucanreaditwithpassionandwithvoicechangesandsothatyouknowthebesttimestostopforapredictionoracommentfromtheaudience.Sometimes,youfindapicturebookthatdoesntconnectwithanyunitofstudyoranyclassroomscurrentthemebutyouhavetoreaditaloudtosomeonebecauseithasgrabbedyou.Inthiscase,inviteaclasstothelibraryandreadforthesheerpleasureitbrings.Someofthesebooksarelistedinmybibliographyforyoutotry.Ifyourtimeisshort,itwillsavetimeifyoudotheworkofcreatingsheetsofideasyouwantstudentstosort,sequence,organize,etc.sothattheyonlyhavetocutandpastethereadymadepiecesontoweborcharttemplates.Iftimeisnotanissue,havethestudentsdothewritingthemselves.ManyoftheideasIhavelistedherecanbedoneindependently,ingroups,orcooperativelyasaclass.Withyoungerstudents,thecooperativerouteistheonetotake,usinglotsofchartstorecordfindingsandideas.Ifyoucanreadawonderfulpicturebookaloudtoaclassand,atthesametime,involvethestudentsinanactivitythatrequiresthinkingskills,youhavemettwoimportantobjectives.Hereisalistofsomekindsofthinking(andother)activitiestousewithelementaryschoolstudents. 1.  ComparingBooksandIdeas  N-($ L  y3 LUseVenndiagramsoftenwithbothpicturebooksandresearchworkwithstudents.AVenndiagramisanexcellenttoolfordeterminingthelevelofunderstandingofatopicortheme.JohnVennwasalogicianwhouseddiagramstosortinformation.Venndiagramsshowsimilaritiesanddifferencesintwoormorethings(a)ModeltheuseofaVenndiagrambyhavingthestudentscompareyouandtheclassroomteacher(stresskindness!)whileyouscribetheideasinjotnotesontheblackboardorchartpaper.Requirestudentstoidentifyacharacteristicorideaabouttheteacher(s)andtellwhereonthediagramtorecordthejotnote(b)Foryoungerstudents,comparetwobooksthatarealikeinmanyrespects    e.g.,JosephHadaLittleOvercoat&SomethingfromNothing       e.g.,GeraldinesBabyBrother&Julius,theBabyoftheWorld ,  (c)Forolderstudents,orthosewithexperiencedoingthiskindofcomparison,trybookswhosesimilaritiesarentasobviousatfirstglance    e.g.,Olivia&LillysPurplePlasticPurse 6      e.g.,GoldieandtheThreeBears&ChestersWay T whereyoucanfocusthestudentsonthetraitsofthemaincharactersL hy L(d)ComparetwoBlueSprucebookscooperativelyafterreadingthem    e.g.,CaribouSong&WhattheAnimalsWereWaitingFor  (e)Foramoredifficultactivity,gatheralltheversionsyoucanfindofClementMooresTwastheNightBeforeChristmasandputthestudentsintosmallgroups(3 : 4dependingonthenumberofversionsavailable),eachgrouphavingthreedifferentversionsofthepoem.Makeanddistributea3wayVenndiagrampaperonwhichtorecord,injotnotes,theirideasandobservationsofthethreebooks.Allversionswillhavethesamewordsbuttheillustrations,covers,size,etc.willvary.(f)AfollowupactivitytotheabovewouldbetogatheralltheversionsoftheCinderellastoryforstudentstocompleteanother3wayVenndiagramabout.Here,thewordswillvaryaswellastheformats,illustrations,adherencetoCharles_Perrault_soriginalstory,etc. 2.SequencingIdeasandEvents  %f  Sequencingisaskillthatstudentswillneedtolearnandusemanytimesover,duringtheirelementaryschoolyearsanditsaskillthatistransferrableacrossmanysubjects.Whetheritissequencinglettersofthealphabet,sequencingnumbersorsequencingeventsintoa_timeline_,theacquiringoftheskillisasimportantasthestrategyoftryingandtestingideastoseeiftheymakesense.Usestorieswhoseeventsareclearlydefinedandnot fuzzy.(a)Createapaperchartwith6or9(ormore)maineventsfromthestorytyped,one ,>($ perbox,typedinalargefont.Askthestudentstocuttheeventboxesapartandlaythemoutonthetableinthesequenceinwhichtheyhappenedinthestory.Studentsshouldreadalltheeventsfirst,trytosequencethefirstandsecondevents,readingthemalloverastheyaddanotherevent,tomakesurethisretellingofthestorymakessense.Whentheyhavefoundasequencethatmakessense,theyneedtogluetheminsequenceonastripofchartpapertocreatethestorys_timeline_.Studentsneedtobetaughttolookforwordssuchasthen,later,after,etc.ascluestothesequence.    e.g.,_Prisicilla_ԀandRosy       e.g.,CecilsGarden    3.WebbingIdeas  J  Graphicorganizersofideasareextremelyusefultools.Studentsneedtobetaughtanumberofgraphicorganizersandtheirpurposessothattheycandeterminewhentouseeachkind.Webbingthemainideasofastorycandemonstrateunderstandingandtheabilitytomakeconnections.(a)Createawebtemplatebasedonaspecificbook,withseveral layersofideascomingromthemainthemeofthebook,inthe_centre_.Makeachartormatrixwiththemaincharacters,mainideas,importanteventsfromthebook.Askthestudentstocutaparttheideasfromthechartandpastethemontothewebtemplate,beginningwiththeidentificationofthestorysmainideaorthemeandworkingtheweboutwardwiththeideasgiventothem.Again,layingtheideasontothewebandreadingthemtoseeiftheymakesenseisarequirementtobemetbeforedoinganygluing.Studentsshouldbeabletoexplaintheirthinking,givingthereasonsforplacingtheideaswheretheydid.    e.g.,PriscillaandRosy   (b)Givestudentsachartwiththenamesofthecharactersfromabook.Askthestudentstocutapartthenamesandlaythemoutonablanksheetofpaperinsuchawaythatlinescanbedrawntoconnectanytwocharacterswhohaveaconnectioninthestory.Studentsshouldrecordonthelineitselfwhattheconnectionisbetweenthetwocharactersjoined.Forexample,twocharactersmaybeconnectedbecausetheyarebestfriends,twomaybeconnectedbecauseoneistheothersdog,etc.    e.g.,Chrysanthemum v(#   4.OrganizersforConsequences *&"  Studentsneedtoknowandunderstandthatthereareconsequencesfortheir +&'# actions. ,D($ "&? "8/XXdXXd8! "  (a)Readingpicturebooksthatdemonstratethisideaisusefulasapreambletothe  useofanotherkindofgraphicorganizer:ThatsGood...ThatsBad.  0  0&&e.g.,ThatsGood!ThatsBad!<&&     e.g.,Fortunately  Z (b)ModeltheuseoftheThatsGood...ThatsBadorganizerintheInformation ( x PowerPackbooks(_Koechlin_Ԁand_Zwaan_)ontheblackboard,usingatopicsuchas F   dailyhomework.Youandtheclassroomteachercanbothcontributetothecompletionofthesampleorganizerduringthismodelingand/oraskformoreideasfromthestudents.Write DailyHomeworkinthemiddleoftheorganizer,thenworkoutfromthemiddlewithagoodconsequenceofdailyhomework,thenagoodconsequencefromthatoneandabadconsequencefromthelastgoodone,etc.(c)AskstudentstocompleteaThatsGood...ThatsBadorganizeronatopicrelatedtooneinapicturebook.Thisdemonstratesthatthestudentscanthinklogicallythroughanidea,sorttheirideas,extendtheirthinking,thinkoutsidethebox.     4    <     5.ProblemSolving   Studentsareusuallytaughtaproblemsolvingmodelintheirkindergartenyears.Somepicturebooksincludeaclearlydefinedproblemforwhichmanypossiblesolutionscanbeidentified.(a)Teachtheproblemsolvingmodelfirst,usingawellknownstoryorfairytale.  #   Identifytheproblem/Whatistheproblem? 2   Identifypossiblesolutions/Whatcan___dotofixtheproblem?0  0&&  Identifytheconsequencesofeachsolution./Whatwouldhappenif___didthis?Orthis?Orthis? &&   Decidewhichsolutionisthebest./Whichsolutionshould___choose? #  #8'# ! Checkbackinthebooktoseewhatthemaincharacterdidtosolvetheproblemandtoseeifanyofthesolutionssuggestedwastheoneusedinthestory.(b)Makeaproblemsolvingtemplateonasheetofpaperforindividualuseoronchartpaperforcooperativework.Leavethespacesemptyfortherecordingoftheanswerstothequestionsofthemodelabove.    e.g.,_Crickwing_ (#     e.g.,When_Pigasso_ԀMet_Mootisse_ )%   6.DistinguishingFactfromFictionandFactfromOpinion  +>'" Studentswillneedtounderstandhowtodifferentiatebetweenfactandfictionorfactandopinionbeforetheycanbeginresearchactivities.Picturebookscanbeusedasteachingtoolsfortheseskillswithyoungstudents.(a)Teachthestudentsthatfactsareideasthataretrueandthatcanbeproven.Asyouread,askthestudentstoidentifyideasinthestorythatarefactsthatwecanprovebyfindingevidenceintheencyclopediaorthroughasearchengine.Ifyouneedtodoso,findtheevidencetoprovethefacts.Recordthesecooperativelyonchartpaper.Addtothelistsomeotherideasofyourown,thatareopinionsorfictionalideasfromthestory.Askthestudentstoexplainthedifferencebetweentheopinionsyouaddedandthefactstheygaveyou.    e.g.,Franklinstories  Realturtles...haveshells,eatflies,canswim.0  FictionalturtleslikeFranklin...dragtheirshellsbehindthembyarope,eatflypie,playhideandgoseek. && (b)Readaselectionofpicturebooksaboutchildrenfromaforeigncountry.Prepareaworksheetwithalistoffactsabouttheforeigncountryandthecultureofitspeoplefromthestoryaswellasseveralopinionsorfictionalstatements.Havethestudentsplaceacheckmarkbesideeachstatementthatisafactaboutthecultureorcountryofthemaincharacter.    e.g.,TheSandwich(Italy) :     e.g.,AngelChild,DragonChild(Vietnam) X     e.g.,FromFarAway(Lebanon) &v     e.g.,ChinChiangandtheDragonsDance(China) L  D    7.CharacterStudies   Toprepareforassignmentsinvolvingbookreportsandreviews,itisimportanttoteachstudentshowtoorganizetheirthinkingaboutcharactersinastory.Thefirstfewtimessuchastudyisdoneshouldbecooperative,onchartpaperortheblackboarduntilthestudentsgettheidea.(a)Makeamatrixwiththenamesofthemaincharactersacrossthetoprowandthreecharactertraitsintheleftcolumn.Askthestudentstogiveanexamplefromthestorywhereacharacterdemonstratesalistedcharactertrait.Recorditinthecorrectcellonthematrix.    e.g.,Chrysanthemum  )$! *OWPddd Xdd Xdd X,&,&,: dd ,: dd ,: dd ,< dd +    Characters>>> ℄Traits  P   Chrysanthemum 'd  '6  Victoria 'd" 'Mrs.Twinkle d" proud   R & % Shewasgladtohaveher  R longnameandwroteitmanydifferentways.#  %&7#        R     R  mean   b     b & % Shebullied  b Chrysanthemumintheplaygroundandmadefunofherintheclassroom#  %&8#       b helpful  F    F    F  & % Shemade F  Chrysanthemumfeelgoodwhenshetoldtheclasshernamewaslong,too#  %&9# r    8.SensesCharts   Encourageyoungstudentstoreallylistentothewordsofthepicturebooksyoureadbyfocusingtheirattentiononthedescription.Askthemtolistenforwordsorphrasesthatappealtothesenses.(a)Makea5columnchartonchartpaper,labelingthecolumnswiththefivesenses:seeing,hearing,smelling,tasting,touching.Studentslistenfordescriptionthatcouldberecordedonthechart,identifyingthecolumnwhereitshouldbewritten.    e.g.,NoTwoSnowflakes l"     e.g.,FourSeasonsforToby # *QWRdd: dd : : dd : : dd : < dd < OWP,&,&,bdd ,bdd ,bdd ,bdd ,bdd +   $ SEEING ' \%" 'HEARING ' \&" 'SMELLING ' \'" 'TASTING ' \(" 'TOUCHING  \)" A& % Achildrendressedin  * brightjackets  !+ cardinalsinging   , @whitesnowdrops@   - ;p;<:o:<:umpkin:   . touchingthesnow   / sunshiningonsnow  "J0 geese9h98onking8  "J1   "J2 >juicyberries>  "J3   "J4 =beesbuzzing=  b$5   b$6   b$7 ?tendergrassshoots?  b$8 A#  %&k?#A b$9  Attheendofthestory,identifywhichsensecolumn(s)hadthemostrecordeddescriptionsandpossiblereasonsforthatpattern.(b)Trythesameactivitywithanotherstoryandcomparethedescriptionpatternsofthetwobooks.Someauthorstrytopaintapictureforthereaderto seewhileotherswritetoappealtoallsenses.Displaythetwochartssidebysidetomakecomparisonssuchas, Thefirstbookhasalotintheseeingcolumnandnotvery F+&> muchinthetastingcolumn.Thesecondbookhasthesamenumberofthingsineachcolumn. 4     9.CooperativeResearch   Z Thestudentsneedtoseehowyoucheckwiththeappropriateresourcestofindoutmoreaboutthesubjectofyourbook.(a)Whilereadingapicturebookwithfactualinformation,modelforthestudentshowtousespecificreferencebooks(Whatencyclopediavolumewouldgiveusinformationaboutleafcutterants?)tofindoutmoreaboutthesubject.Showthestudentswheretheencyclopediasetislocatedandhowtofindthevolumeyouwant,findthearticleandreadtherelevantpartsaloud.    e.g.,_Crickwing_ P  (b)Beforeyoureadoneofmanynewpicturebooksaboutartistsandtheirpaintings,takethestudentstothenon!fictionshelfinthe700sandshowthemthefactualbooksabouttheartiststheirbiographiesaswellasbooksabouttheirpaintings.Showthestudentssomepaintingstypicaloftheartist(s)inthepicturebook.Seeiftheycanrecognizethestyleinthepicturebook.ReadtheencyclopediaarticlesaboutPicassoandMatissebeforereadingWhen_Pigasso_ԀMet_Mootisse_toexplainto  evenyoungstudentsthatthemeetingactuallytookplacebetweenthetwoartistsbutalittledifferentlythandescribedinthestory.    e.g.,TheMagicalGardenofClaudeMonet[moreintheseries] ^     e.g.,_Linnea_ԀinMonetsGarden ,|     e.g.,KatieandtheSunflowers[moreintheseries] J  10.ExaminingtheTexts   Thetextsofpicturebooksarerichwithwonderfuldescriptivewordswhichstudentscanuseintheirownwriting.Remindthemthatreadingnotonlyimprovesreadingbutalsowritingskills.(a)Makelistsofpoeticphrases,descriptiveverbs,adjectiveswithnouns,etc.Encouragetheuseofthesewordsandphrasesintheirownclassroomwriting.    e.g.,ItsRaining,ItsPouringfordescriptiveverbs @&!     e.g.,_Crickwing_foradjectiveswithnouns ^'"     e.g.,NoTwoSnowflakesforpoeticlanguage |(#  (b)Teachthestudentssometermstodescribepicturebooktext:poetic,rhyming,prose,repetitive.Askthemtoidentifythekindoflanguageinthetextyoureadaloud. +&'# (c)RunningtheBlueSpruceAwardsprogramisanaturalsettingforthediscussionofthetextsofthe10nominatedbookseachyearwhenyoureadthemaloud. 11.ExaminingtheIllustrations   Z Discussthatpicturebooks,inmanycases,arethecooperativeworkoftwopeople : . ~  theauthorandtheillustrator.  R   (a)Asyouread,drawthestudentsattentiontothe_colour_Ԁchoicesusedinthebook: p  theendpapers,the_colour_Ԁpaletteusedintheillustrations,themediausedfortheillustrations.Lookatthebordersorframesaroundtheillustrations,thebandsacrossthetopandbottomofthepages,thestorytoldinsidethesebands(e.g.,JanBrettbooks),thedetails(orlackofdetails)intheillustrations,anyvisualpatterns.(b)Studyseveralbooksbyoneauthorfocusingontheillustrationstoseeifthestudentscanidentifytheworkoftheillustratorinothercontexts.Forexample,author/illustratorMarieLouiseGayscharactersareeasilyidentifiablebecauseherstyleisdistinctive.(c)Playgameswiththestudentsusingtheillustrations.Focustheirattentionontheillustrationsbyaskingthemtolookforthingsasyouread.Forexample,usingAlisonLestersseriesaboutthesevenchildren,havestudentstellwhichofthechildrenismissingfromtheillustrationoneachdoublespreadinthebook.Seeiftheycanrecallthenamesofallseventonamethemissingchild.Askthemalsotothinkofthepatternofchoiceseachofthesevenchildrenmakes.(e.g.,Rosielikescowboy/westernthings,CliveisAsianandlikesAsianthings,etc.)  (d)RunningtheBlueSpruceAwardsprogramisanaturalsettingforthediscussion P oftheillustrationsofthe10nominatedbookseachyearwhenyoureadthemaloud. n  12.CircleStories    Readaloudseveralpicturebookswhosestoriescomebacktowheretheystartedso !$ thatthestudentscanseetheideaofacirclestory.Discusswhatpatternsthereareinthestoryandthewaysinwhichtheauthorgetsthestorytocomebacktothestart.    e.g.,IfYouGiveaMouseaCookie .%~      e.g.,IfYouGiveaMooseaMuffin L&!     e.g.,IfYouGiveaPigaPancake j'"     e.g.,IfYouTakeaMousetotheMovies (#      e.g.,ItsNotMyFault )$! (a)Modelthewritingofacirclestoryusingacirculartemplateyoucreate,withspacesfor56eventsinthestory.Thestorysfirstandlasteventmustbesimilar +2'# andconnected.Thinkaloudasyouwriteyourmodelstoryor,evenbetter,workcooperativelywiththeclassroomteachertomakeupacirclestory.Emphasizethroughthemodelingthethinkingprocessinvolvedasyoureviseandedityourstory.(b)Askthestudentstowritetheirowncirclestorybasedonwhatyouvereadaloudandwhatyouvemodeled.Theycouldworkalone(olderstudents)orinpartners.Sharewhatiscreated. 13.ImportanceofReading    Usebooksaboutbooksandreadingtostresstheimportanceoflearningtoreadandtoillustratethatreadingisalsoverypleasurable.(a)Readseveralpicturebooksaboutbooksandreadingoveranumberofperiods.  2   Seeifthestudentscanidentifythethemeofthebooksyouvechosen.Askfortheir V  reasonsforyourchoices.  $t    0  e.g.,AStoryforBearB &&      e.g.,  ReadingwithDad  `     e.g.,RaisingSweetness       e.g.,Book!Book!Book!      e.g.,RunningtheRoadtoABC      e.g.,JosephWantstoRead .  14.JustforFun  D Somepicturebooksarejustfuntoreadforthepureenjoymentofthestory.    e.g.,StanleysParty      e.g.,_Hooway_Ԁfor_Wodney_Ԁ_Wat_      e.g.,_Bedhead_       e.g.,TheGreat_Poochini_ !0     e.g.,Max,TheStubbornLittleWolf "N     e.g.,CDC? $l      4    <        PictureBookReferences  )%!   _Anhoult_,Laurence.0 0 & &TheMagicalGardenofClaudeMonet.+D'# & & Bailey,Linda.0 4 0 4&4&0 & &StanleysParty. & & V  _Bjork_,Cristina.# V d# 4   _Linnea_ԀinMonetsGarden.  Bourgeois,Paulette.0 0 & &Franklinstories< & & Brett,Jan.0  04&&0 4&4&0 & &_Hedgie_sSurprise. Z & & _Bruss_,Deborah.0 0 & &Book!Book!Book!.( x & & Cannon,_Janell_.0 4 0 4&4&0 & &_Crickwing_.F  & & _Charlip_,_Remy_.0 4 0 4&4&0 & &Fortunately.d  & & Clement,Gary.0 4 0 4&4& TheGreat_Poochini_.  & & _Cuyler_,Margery.0 0 & &ThatsGood!ThatsBad!.  & & _Diterlizzi_,Tony.0 4 0 4&4&0 & &Ted.  & & _Ellwand_,David.0 4   _Cinderlily_:AFloralFairyTale., 4&4& Falconer,Ian.0 4 0 4&4& Olivia.J  & & _Fitch_,_Sheree_.0 4 0 4&4&0 & &NoTwoSnowflakes.h  & & Gilman,Phoebe.0 0 & &SomethingfromNothing.0 & &6 && Harris,DorothyJoan.0  FourSeasonsforToby.T & & _Haseley_,Dennis.0 0 & &AStoryforBear.r & & _Henkes_,Kevin.0 4 0 4&4& ChestersWay. & & L  Qhh L  3    3n2Q"3  0       4   Chrysanthemum. 3nn݌&& Ќ  _Ԅ_     4   Julius,theBabyoftheWorld.  L  xQhh L  3    3p2xQ"3  0       4   LillysPurplePlasticPurse. 3pp݌:&& Ќ  L  Qhh L  3    3q2Q"3  0       4   Owen. 3qr݌X&& Ќ  Highway,_Tomson_.  CaribouSong. &v Jennings,Sharon.0  PriscillaandRosy.D & & _Jorgensen_,Richard.0 0 & &ReadingwithDad.b & & _Judes_,MarieOdile.0 0 & &Max,TheStubbornLittleWolf. & & Keller,Holly.0 4 0 4&4&0 & &CecilsGarden.  & & L  Qhh L  3    3u2Q"3  0       4   GeraldineandMrs.Duffy. 3uu݌! && Ќ  L  Qhh L  3    3v2Q"3  0       4 0 && GeraldinesBabyBrother. 3vw݌"* & & Ќ    3    3w2Q"3  0       4   Horace. 3wx݌#H&& Ќ  Laden,Nina.0 4 0 4&4& When_Pigasso_ԀMet_Mootisse_.%f  & & _Lauture_,_Denize_.0 0 & &RunningtheRoadtoABC.4&! & & Lester,Alison.0 4 0 4&4& CelesteSailsforSpain.R'" & & L  hh L  3    3{2"3  0       4   CliveEatsAlligators. 3{+{݌p(# && Ќ    3    3|2"3  0       4   RosieSipsSpiders. 3|+|݌)$!&& Ќ    3    3|2"3  0       4   TessaSnapsSnakes. 3|(}݌*%"&& Ќ    3    3}2"3  0       4   WhenFrankWasFour. 3}%~݌+'#&& Ќ  Lester,Helen.0 4 0 4&4&0 & &_Hooway_Ԁfor_Wodney_Ԁ_Wat_. & & L hh L  3    3!2"3  0       4   ItsNotMyFault. 3!L݌&& Ќ  London,Jonathan.0 0 & &WhattheAnimalsWereWaitingFor.< & & _Mayhew_,James.0 0 & &KatieandtheSunflowers. Z & & _Munsch_,Robert.0 0 & &FromFarAway.( x & & _Numeroff_,Laura.0 0 & &IfYouGiveaMooseaMuffin.F  & & _Ԅ_0  0&&04&&0 4&4&0 & &IfYouGiveaMouseaCookie.d  & & L  Qhh L  3    3E2Q"3  0       4   IfYouGiveaPigaPancake. 3Ep݌ && Ќ    3    3K2Q"3  0       4   IfYouTakeaMousetotheMovies. 3Kv݌ && Ќ  _Palatini_,Margie.0  _Bedhead_.  & & Spalding,Andrea.0 0 & &ItsRaining,ItsPouring.,  & & Stanley,Diane.0 4 0 4&4&0 & &GoldieandtheThreeBears.J  & & L  Qhh L  3    332Q"3  0       4   RaisingSweetness. 33^݌h && Ќ    3    3/2Q"3  0       4   SavingSweetness. 3/Z݌6 && Ќ  _Steig_,William.0 4 0 4&4&0 & &CDC?.T & & _Surat_,Michele.0 4 0 4&4&0 & &AngelChild,DragonChild.r & & _Taback_,Simms.0 4 0 4&4&B0 & &BJosephHadaLittleOvercoat. & & _Teyssedre_,_Fabienne_. JosephWantstoRead.  Wallace,Ian.0 4 0 4&4&0 & &ChinChiangandtheDragonsDance. & & L H (hh L  3    3o2("3  0       4   TheSandwich.   3o݌:&& Ќ  Wheeler,Lisa.0 4 0 4&4&0 & &SailorMoo:CowatSea.X & & Also:     4    <  D 4      _Koechlin_,Caroland_Sandi_Ԁ_Zwaan_.InformationPowerPack._Pemboke_. b  +'# Ї_X-@~0r!E&SH& G_4