Gingerbread Baby by Jan Brett

Bibliographic Information:  Brett, J. (1999). Gingerbread baby. New York, NY: Putnam.

Annotation:  Matti wanted to make a gingerbread boy, so she got out the recipe book, and started to read the recipe.  The recipe said, “Bake a full eight minutes.  No more.  No Less.”  Matti couldn’t wait and peaked, but the gingerbread baby jumped out and started to run away.  The gingerbread baby ran out the door, pass the parents, the cat, the dog, the goats, the sisters and more animals.  While running away, the gingerbread baby was tricked with a gingerbread house and Matti got the gingerbread baby back.

Genre:  Fiction

Grade Level:  Kindergarten – 2nd Grade

Interested Readers:  This book is so diverse, and unique that I think many readers could be interested in this book.  The book features a lot of different animals and characters and have realistic illustrations that can catch any readers interest.

Personal Response and Rating:  I really enjoyed this book, I thought it was well written and the illustrations were even better.  I enjoyed how it had a lot of interesting animals and characters and the illustrations were magnificent.  Lastly, I enjoyed how the outline gave clues of what happened in the past and what was to come.  I would give this book a 5/5 star rating.

Text-Dependent Question:  How did Matti catch the gingerbread baby?

Reading Strategy:

a.)     Reading Logs Strategy from Gail Tompkins (Strategy #37)

b.)     Reading Logs Strategy is a strategy where the teacher reads books aloud, and students write their reactions and opinions about books.  Through reading log entries, students can clarify misunderstandings, explore ideas, and deepen their comprehension.  Reading Logs can be used for any grades and works on comprehension and writing.

c.)     With regards to this book, I would use the Reading Logs Strategy to help students understand different Jan Brett books, and work on their comprehension.  After reading the book aloud, students would write ideas, questions and things they enjoyed about the book.  Then once a week, students could share a entry from their reading log to help on explaining what they wrote and why.  This strategy would help the students communicate about the stories, writing and comprehension.

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