Book1: Construction by Sally Sutton
The book “construction” is an illustration of how construction happens. The visuals give the reader a clear scene of what construction is. It is a text that offers a lot of information to the reader. The audience of this book ranges from one year old to ten years old children.
Types of languages
Onomatopoeia. Onomatopoeia is a combination of latter sounds to bring out sounds that imitate an object or an action. Sally Sutton is using this language to vibrantly bring out the sounds the engineers and constructors were producing during the library’s construction. For example, the sounds slip! Slap! Thud! It illustrates how the site was muddy, but the constructors still had to dig the ground. This helps to bring life out of what is read.
Rhyming narrative and repetition of phrases. Sally Sutton is bringing out clear rhymes to help children in word pronunciation, and they learn to hear and pronounce sounds and syllables, for example, wiz! and zizz! This style allows children to produce sound /z/ clearly.
This book describes construction in a way that young readers can understand. With images of construction machines, the reader can learn about what it takes to construct something. It is a very informative text that uses pictures to display its message. Images used include construction machines seen all through the pages, and the author uses different colors to paint the portrait to attract children’s attention while they are reading.
Book 2: Clothesline Clues to Job People Do
Clothesline clues to jobs that people do is a book written by (Kathryn and Deborah) to help children on how to relate to different positions and the dressing code for every job. With this knowledge, a child can choose careers while still young and also be able to distinguish other people with their jobs in a community.
The authors are using imagery. Imagery creates a vivid and visual depiction of a situation that appeals to as many of the reader’s senses as possible. It facilitates the reader’s imagination in vividly seeing the people and scenes in the literary work. They are trying to use the pictures on the cloth lines to bring out an image of a person in children’s minds. Before the reader gets to know the job, they should think about the pictures and match the clothing with a particular position.
This book is ideal for discussing community workers. The images on each page depict a distinct profession, and the reader is challenged to make inferences based on the clothing and accessories worn by each employee. Turning the page reveals the worker’s job title. The writers also use the pronoun “she” when describing vocations in order to demonstrate that even females are capable of working in fields such as carpentry and firefighting.
Kathryn and Deborah use different colors to help readers understand more about the dress cords of other occupations. Drawings and layouts give the children the knowledge of the environment in which these jobs are carried out.
Kathryn and Deborah aimed at little girls and boys. They are trying to encourage them that they can do any work, they can take part in every activity carried out in the community, even those meant for boys such as carpentry and girls can do and those implied for girls such as being a chef can do.
Book 3: Career Day
This book highlights a career day by illustrating the occupation of every kid in the school (Rockwell). Children are important to our society in the future, and they need to understand and dream of the career they want to have one day. That’s why career days are important for our kids. This book appealed to me due to the fact that it encourages children to take an active role in society.
Narrative in the first language style. While at school, we’ve learned about a variety of volunteer opportunities and community resources in our area. When it comes to the book Career Day, there is a narrative about pupils who have a special day for visitors to speak about their careers, exactly like other students. Parents, grandparents, or even instructors may pay a surprise visit to their children. Who can tell them what their parents’ and grandparents’ careers were?
The author is trying to bring home how children can choose their careers while they are still young. They can learn that from their parents or other parents they meet on their career day. This learning gives them aim to ream higher even when they are still growing up. This is when you will hear a grade one kid saying that I want to be a doctor when I grow up. This is natured in them through someone they see in the community or through occasions like the career days in their schools.
In the pictures, we see kids introducing their moms and dads, wearing clothes according to their occupations, and even further showing the tools they use. There is a lot of fun when the kids describe their parents according to the work they do, for example, a child whose father is in charge of groceries is very proud when he tells his father, and I think this book gives a lot of career options for children to explore and explains the meaning behind career day in general.
Rockwell) is talking to children the age eight to fifteen because this is when children are trying to identify their fields of interest through the subjects that they understand better and can help them build their careers.
These books enable the children to achieve two main statuses, namely ascribed status and achieved status. A child’s ascribe status is determined at birth or is assumed unwillingly later in life based on biological factors that cannot be modified by an individual’s own efforts or accomplishments. As a youngster progresses through the three books, the assigned status can evolve as well. They pick up knowledge through books they’ve read and people they’ve run into in real life.
On the other hand, achieved status is a status that is performed or acquired as a result of personal achievement and merit, and that reflects ability, choice, or individual effort. From the research, children can develop status by studying, choosing good careers, and working hard towards achieving them.
Children are also tamed to be aware of gender roles, gendered division of labor, and second shift concepts. To put it another way, gender roles describe how we are expected to conduct ourselves socially based on our assigned sex. From my research, every child can do any job in society, for example, a girl being a firefighter and a boy studying to be a chef.
The allocation of different tasks or types of work to men and women is referred to as the gender division of labor. This is the opposite of the research since every gender can do any task so long as they have studied or had a talent in it. The second shift describes work mostly done by female figures away from daily work out from home. It involves taking care of children. Both genders should do this at home. Looking after young ones is a responsibility for both parents.
From the three books, I have learned that every gender must participate in every activity in society. No work should be left for boys and one left aside for girls. A better society can be formed by allowing any gender to do and study what they feel they can do. Limiting our girls and boys to do things they don’t like makes them useless to society, even in the families.
Heling, Kathryn, and Deborah, Hembrook. Clothesline Clues to Jobs People Do. Charlesbridge Pub, 2014.
Rockwell, Anne. Career Day. Harper Collins, 2000.
Sutton, Sally. Construction. 2016.