We are in a Book!  by Mo Willems

Bibliographic Information:  Willems, M. (2010). We are in a book! New York, NY: Hyperion.

Annotation:  The Elephant and Piggie are in a book, and while in the book, they learn that someone is looking at them, which is the reader.  They then try to make the reader say words, which they think is funny.  Then, instead of the book ending, they ask the reader if they will read it again.

Genre:  Fiction

Grade Level:  Preschool-1st Grade

Interested Readers:  Many readers could be interested in this book.  Preschoolers and Kindergartners would like to listen to the book and some would find this book very funny.  While Kindergartners and 1st Graders could use this book as a book that they read on their own.  This book, is funny, and an easy book for beginner readers, while also providing basic information about reading books.

Personal Response and Rating:  I really enjoyed this book, not only was it funny, it is also a book, that I think students would be interested in.  This book can be a fun book to help teach students how to read, while still being enjoyable.  I would give this book a 5/5 star rating.

Text-Dependent Question:  What word did the Elephant and Piggie think was funny for the reader to say?

Reading Strategy:

a.)     Story Retelling Strategy from Gail Tompkins (Strategy #44)

b.)     Story Retelling Strategy is a strategy where the teacher uses to gauge how the students are comprehending the book.  This is usually in a 1:1 setting, where the students retell the story.  The teacher will use a scoring sheet which will include main components of the story the student retells.  Story Retelling is best for grades Kindergarten to 2nd grades and works on Oral Language and Communication.

c.)     With regards to this book, I would use the Story Retelling Strategy as either an individual strategy or use it as a partner activity.  After reading this book, I would ask the students to find a partner and retell the story to the partner.  After one student is finished telling the story, the other student would take a turn to explain the story.  This strategy would help the students communicate with others about the story and what they learned or comprehended.

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