Brittney Tuttle

Dr. McCracken
EDU245Story Boost Data Journals
December 16, 2015
1. September 28, 2015: Dont Let the Pigeon Ride the Bus! by Mo Willems
The students were asked to identify the front cover, back cover, and title of the
book. Kenneth was able to identify the parts, but Addison needed prompting.
The students did not respond to the first question that the Pigeon presented. But
after I prompted them, they caught on quickly.
They began to yell no!
Kenneth tried to start turning the pages.
Addison asked me to read it again.
Kenneth and Addison were both laughing.
Would you let a Pigeon drive a bus?
o Kenneth: pigeons cant drive!
o Addison: no!
o Kenneth is holding on to his logical understanding that birds do not drive.
2. October 5, 2015: No, David! by David Shannon
Kenneth was able to identify the front, back, and title of the book. Addison
needed prompting.
Kenneth told me that he has gotten in trouble for not cleaning his room before.
Addison used the pictures and stated that David is in the kitchen.
Do you think that David is a bad kid?
o Kenneth: yes.
o Addison: yes.
o They seem to only understand that David is getting in trouble, which
means that he is a bad kid. They do not see that David is acting youthful
just like any other kid. His messes do not make him a bad person, but
Kenneth and Addison do not seem to understand that.
Addison told me that it is not good to through food everywhere like David,
because that makes a mess like her little sister.
3. October 12, 2015: What Do You Do With a Tail Like This? by Steve Jenkins
Kenneth reversed the back and front covers of the book. Addison was able to
identify the front, back, and title of the book with some prompting.
Kenneth asked why the text was moved around like it was. Addison pointed out
the text made the tail on the animal.
Kenneth and Addison both laughed at the text and Kenneth tried to take the book
out of my hands in order to move the book around so he could follow the words.
o This symbolizes his understanding that text flows from left to right.
Addison stated that she liked the words on the animal.

I concluded that this was a very postmodern book, and combined text with
pictures really well so that they literally became one.
How does this animal move?
o Addison and Kenneth both stated that it crawled. They references the
layout of the text in order to come to their answer.
Overall, I do not think that this book displayed any moral dilemmas or learning
opportunities for morals, but the children did seem to like how the text and the
pictures were interchangeable.

4. October 19, 2015: Zin! Zin! Zin! A Violin by Lloyd Moss

Kenneth and Addison were able to identify the front, back, and title of the book.
Kenneth commented on the instruments that all the characters were playing.
Addison asked why the black notes were everywhere on the page and Kenneth
told her that it was from the music.
Do you like music?
o Addison: yes, I like Frozen and Elsa.
o Kenneth: I go to music class.
Is music a good or a bad thing to learn about?
o Kenneth: I like learning about music.
o Addison: It is good because you can dance.
o They do not seem to grasp the underlying purposes and characteristics of
music.
They asked a lot of questions about the pictures:
o Why are the black notes on here?
o What is he playing?
o Why is he playing that?
o What is a violin?
They seem to be interested in the concept of music, but music is still very
concrete for them and the abstract concepts have not been grasped yet.
They lost focus once in the middle of the book.
5. October 26, 2015: Yo! Yes? by Chris Raschka
Kenneth and Addison were able to identify the front, back, and title of the book.
They commented that he was talking on a big phone.
Addison said that she talks to her grandma on the phone.
o She was able to make real-life applications between the book and her
experiences.
What was he talking about?
o Kenneth: he was talking about Spiderman movie
o Addison: I dont know. He was talking about his sister.
6. November 2, 2015: This is Not My Hat by Jon Klassen
Kenneth and Addison were able to identify the front, back, and title of the book.

Kenneth stated, The fish is fat.

Addison asked, Where is that fish going?
What happened to the little fish?
o Kenneth: the big fish got him! Addison agreed.
Did the picture show the big fish getting the little fish?
o No.
Then how do you know?
o Kenneth: because after the big fish went in that place the little fish was
gone.
o Addison: big fish like to eat little fish.
If the big fish did get the little fish, does that make him a bad fish?
o Kenneth and Addison: yes.
Why would it make him a bad fish? The little fish took his hat, doesnt that make
the little fish a bad fish?
o Kenneth and Addison: no. the big fish got him.
These responses signify that Kenneth and Addison prioritized the crimes
committed by the fish.

7. November 9, 2015: Interrupting Chicken by David Ezra Stein

The students were able to identify the title, the front cover, and the back cover with
prompting. Kenneth took the lead. Addison followed.
Kenneth: ZZZZ means you are sleeping! when he looked at the back cover. He is
making connections between the text and the picture.
Addison was pointing out the rainbow and connecting it to her personal experience with a
rainbow.
Laughed when I presented them with my Papa Chicken voice and my Baby Chicken
voice. Were able to recognize which was which when I asked them. That is Papa
Chicken!
Were really engaged. Only lost focus once when a class walked by in the cafeteria.
Laughed often and pointed out the details in the pictures. Made thorough predications.
Some comments made:
o Theres a wolf! Connection between Little Red Riding Hood text and picture.
o Hes going to interrupt again. Predictions of what is going to happen in the
story. Using past clues in story to base prediction.
What was your favorite part about the story?
o The chicken kept ending the stories.
o The chicken made the dad a story. They thought the drawing were funny.
This book is about talking chickens. What is your favorite animal?
o Addison: cat is my favorite animal.
o Kenneth: needed prompting, but responded with turtle.

8. November 16, 2015: The Bear in the Bed and the Great Big Storm by Paul Bright and
Jane Chapman
The students were able to point to the front cover, the back cover, and identify the
title.
While reading the story, Kenneth made the prediction that the shadow on the wall
were the antler of a big animal.
Are you scared of storms?
o Kenneth: No
o Addison: No
Kenneth: The bear is covering his ears because he is scared.
Addison: This book is scary!
Addison and Kenneth both made many observations of the pictures:
o Addison: There is a mama bear, a papa bear, and a little bear in bed.
o Kenneth: There is only one eye on that bear. The shadow is not a monster!
The pillow aint going to do anything. (the bear was using the pillow as
potential weapon)
Was the bear a scary bear or a wimpy bear?
o Kenneth: a wimpy bear.
o Addison: a scary bear! (interesting because the bear is the one that is
scared, he is not a scary bear. Kenneth seems to grasp this, but Addison
does not. She is still focused on her understanding that bears are scary
animals)
9. November 23, 2015: Anatole by Eve Titus
Kenneth was able to identify the front, back, and title of the book. Addison mixed
up the front with the back cover.
Kenneth stated, He looks like Spiderman. I think he said this because blue, red,
and white are the colored represented in this book, and those are also the colors of
Spiderman.
Addison stated, Mouses are scary!
They compared a lot of book characteristics to their personal interests (scary
things and Spiderman)
Kenneth: he is eating a lot of cheese!
Is Anatole a good mouse or a bad mouse?
o Kenneth: a bad mouse. He stole the cheese.
o Addison: a bad mouse. Mice are scary.
These responses suggest that the students only focus on the fact that the mouse
snuck in and took the cheese. They did not seem to be able to grasp the abstract
concept that the mouse was trying to help out the human. They just saw him
taking the cheese.
10. November 30, 2015: The Stinky Cheese Man and Other Fairly Stupid Tales by Jon
Scieszka and Lane Smith
Both students were able to identify the front, back, and title of the book.

Kenneth: why doesnt the turtle just go over the hill?

Addison: Thats scary!
Do you think that it is better to go slow and get done with something, or go
superfast but then not get it done?
o Addison: It is good to go fast.
o Kenneth: it is good to go slow. The turtle went slow. Turtles are my
favorite animal.
Both students once again used their personal interests and experiences to relate to
the moral of the story.

11. December 7, 2015: Extra Yarn by Mac Barnett and Jon Klassen
Both students were able to identify the front, back, and title of the book.
Kenneth: it is cold! (talking about the setting of the book. He has experienced
cold weather before and took his knowledge on what makes it cold and connected
it to the pictures in the book setting.)
Addison: She is making sweaters for EVERYTHING. I would make a sweater for
Russel.
o Whos Russel? My hamster.
o She is connecting the story in the book to her life.
Do you think that the yarn was magic?
o Kenneth: yes!
o Addison: yes!
They understand that the concept of never running out is magical and not normal.
Was the girl nice?
o Kenneth: yes.
o Addison: yes.