DEC Scan Journal : Volume 36 Issue 1
2017 Volume 36, Issue 1 47 Did You Take the B from My _ook? Using quality literature springboard English Early Stage 1. Kindergarten Did You Take the B from My _ook? STANTON, Beck and STANTON, Matt ABC Books, NSW, 2016 ISBN 9780733334832 USER LEVEL: Early Stage 1 KLA: English SYLLABUS: English K-10 SCIS 1762644 $19.99 Related texts: • This is a Ball by Beck Stanton and Matt Stanton Resources: • ‘Did You Take the B from My _ook?’ teaching notes Harper Collins Learning and teaching activities in this springboard are centred on outcomes and content from the NSW English K-10 Syllabus and the English Textual Concepts resource. What is it about? ‘Did You Take the B from My _ook?’ is an original story based on the narrator losing the letter B after a sneeze. The narrator repeatedly tries to say words beginning with the letter B but cannot make the sound, causing all the words to sound funny. Children are invited into the story through frequent questioning and beautiful clear images which support their imagination and understanding of the meaning of words like ‘_ull’, and ‘_eetle’ in the story. This is Beck and Matt Stanton’s second book in their series ‘Books that drive kids CRAZY!’ and adopts a similar style and feel to ‘This is a Ball’. Children will once again yell out responses and corrections as you read the book and they lose themselves in the silliness of this story. K. Hodkinson Why is this important? Why does it matter? The simple premise of the letter B being lost during a sneeze makes it a perfect story to accompany the learning of letters and sounds. Many spelling, reading and writing activities could be based on this text and students can learn about these Codes and Conventions. The book offers the opportunity to explore the concept of Connotation, Imagery and Symbol through the use of the underlined space ( _ ) and the imagination to create humour. Students are supported to see that the _ symbolises the missing letter by the pairing of the images on each page. This further adds humour to the story as students clearly know what the words should sound like, even if they do not know how to spell or read them yet. You could ask students to look for other ways of using black lines to symbolise things, such as the underlining of words like ‘whole world’ to show importance and to prompt emphasis when reading aloud. Black lines are also used to indicate movement in some of the images, such as when the large letter B is running away or when the ‘_eetle’ is jumping on the ‘_ed’. Students will identify the characters in the story as the beetle, the bull, the butterfly and maybe even the letter B itself due to the visuals. We can extend this understanding by introducing the concept of Point of View with discussion about the creation of characters in stories through the voice of the story coming from the narrator and how the students become part of the story, through their answers to the many questions.
Volume 35 Issue 4
Volume 36 Issue 2