Alexander and the Terrible, Horrible, No Good, Very Bad Day

by Judith Viorst

illustrated by Ray Cruz

GA State Awards 1972

School Library Journal Best Books 1972

Summary

This book chronicles Alexander's day, which begins with gum in his hair, and tripping on a skateboard. Throughout the book everything seems to go wrong with his day, from not having any prize in his cereal, to being squished in the middle of the car during carpool, to not having his work done during school. After each event, Alexander states "I could tell it was going to be a terrible, horrible, no good, very bad day." He decided that he is going to move to Australia when things go wrong. At the end of the day, Alexander states "It has been a terrible, horrible, no good, very bad day. My mom says some days are like that."

Discussion

This book is illustrated in black and white, which somehow adds to the book though usually it takes away from the story. The book was written from a child's perspective for sure, using language young boys use, and run on sentences and bad grammar. There are so many scenarios in the book that do not go Alexander's way, and it helps to teach children that there will be days that everything seems to go wrong. Even though they are upset, things can get better, and there are days that seems to be "terrible, horrible, no good, very bad days." This book can be used as a conversation between children and their parents about not always getting their way and also about explaining that life isn't always nice and fair. When babysitting, if the child is having a bad day, at the end of it when they select a book to read, many have chosen this one. It may be comforting for kids to know that even know they had a bad day, another child has had a worse day, but that things can get better.

This book was turned into an hour long musical and played in New York City for two years over the holidays. The CD from it can be ordered at www.ducylee.com. Below is a song from the musical, as well as a partial reading of the book from a three and a half year old.

Cruz, R., & Viorst, J. (1972).Alexander and the Terrible, Horrible, No Good, Very Bad Day. New York, NY: Simon & Schuster.

Goose on the Loose

Goose on the Loose
by Phil Roxbee Cox
illustrated by Stephen Cartwright

Summary
A goose rides through town on a red scooter, and as he goes he bumps into various farm animals (rooster, bear, toad, cows etc). The animals convene and decide that something needs to be done about the crazy "goose on the loose", but before they can do anything, the goose lands in the penguin's pool. Throughout the story, each animal says "stop that goose on the loose".

Discussion
The repetition in the story, and the constant rhyme help children to independently read and participate in the story. The back cover of the story analyzes each word in the book and explains a phonetic way of pronunciation, also including the irregular words (comes, everywhere, I, I'll, into, welcome etc). Also, each page has a different farm animal on it, reinforcing knowledge. The bear is named Ted, forcing children to determine what kind of animal it is by looking at it instead of being told directly. The pages fold out, which categorizes this book as an engineered book, as well as the participation part when the children can chant, "goose on the loose!"


Cox, P. R. (2001). Goose on the Loose (Usborne Easy Words to Read). London: Usborne Publishing Ltd.

Brown Bear Brown Bear

Brown Bear, Brown Bear, What Do You See?
by Bill Martin Jr
illustrated by Eric Carle

Summary
This book cycles through different colored animals, beginning with a brown bear. The reader asks "Brown bear brown bear what do you see?" and the brown bear fills in "I see a red bird looking at me." Each page of the book has a new animal, sometimes an odd color (blue horse), and the literacy is constructed in a participation friendly way: "______ _______ what do you see? I see a ______ looking at me." Ultimately, the goldfish sees a teacher looking at him, and the teacher sees children. When the children are asked what they see, they go through all of the animals, thus giving children the opportunity to recall all of the animals they saw during the read aloud.

Discussion
This repetitive entertaining book is a favorite in classrooms and among most young children. When I was in preschool I can remember loving to chant this book with my teachers. The foreshadowing on each age about the upcoming animal allows children to "predict" what animal picture is coming next. This book is perfect for a real aloud, and tests children's memory, imagination, and sequencing ability. The illustrations by Eric Carle are inviting for children, and the odd colored animals provide humor for children (purple cat, blue horse). Children are able to see their own participation in the book as the children on the penultimate page. One could springboard off of this book with felt animals for each animal represented in the book, making puppets, or helping children to construct their own book about things they see.

By clicking on the picture above you can listen to a child reading Brown Bear Brown Bear.

Carle, B., & Martin, E. (. (1992). Brown Bear, Brown Bear, What Do You See?. New York: Henry Holt & Co.