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danicamidlil's review against another edition
3.0
Illustrations: Wonderful. Awesome! Beautiful and sweet.
Poems: Umm. Odd.
Poems: Umm. Odd.
mat_tobin's review against another edition
5.0
I found this a gorgeous collection of poems. There is plenty of word play and nonsense words based around enjoying sounds and Riddell's illustrations, in a rare moment for me, seem to find the right balance between the words. I didn't think Riddell work would well with the younger child but he absolutely gets the fascination with colour and shape and size - just a wonderful match. The book itself is of a chunky, caring and sharing size too. The editing around the presentation of use of words and pictures to equally share the poem is wonderful. This is a classroom must (probably for any primary age in all honesty).
mostwonderfulstory's review against another edition
Reading the Carnegie and Kate Greenaway shortlists. Cute illustrations and a great fun book for young reluctant readers. 4/5 Stars.
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rcsreads's review against another edition
5.0
I picked this up in the library so I could have a look at the illustrations but my children love it so much I need to buy a copy to keep. I've had it for a week and have read it through at least ten times and their favourites more.
The poems are simple, rhythmic and rhyming; perfect for toddlers and the illustrations are beautiful.
The poems are simple, rhythmic and rhyming; perfect for toddlers and the illustrations are beautiful.
ellalouise99's review against another edition
4.0
Extended Reading Diary - Poetry
A Great Big Cuddle: Poems for the Very Young
Michael Rosen illustrated by Cris Riddell
General points about the chosen anthology:
This is a great poetry anthology for younger children. Could be used in the Foundation Stage and some would be suitable for lower KS1. There are a range of different poems in this book which differ by length and style making it a great anthology for a primary school where the children are likely to have different tastes and abilities. The use of illustration and the size, font and colour of the text makes the poems even more enjoyable to read and look at. Overall, a lovely anthology which I would definitely use with children in the earlier years of primary school.
Boing! Boing!
What do I like about the poem?
I really like the structure and simplicity of this poem, making it work very well for younger children or as an introduction into poetry for children with little exposure to this form of literature. The simplicity makes it easily understandable which children may enjoy as this is not always the case with poetry. I also really like the use of font, including size and colour, in making the last line of the poem bold and really stand out. This not only brings attention to this line but also shows the emphasis which needs to be added to it when reading aloud.
Are there any memorable words or phrases?
The poem uses two repeated phases, ‘bounce bounce’ and ‘pounce pounce’. These phrases are very memorable as they act as the body for the poem. Each stanza contains one of these phrases, helping to create a repeating pattern throughout.
What do the phrases make me think of?
When I read this poem, to me, the phrases have very positive connotations. This is because of the words used such as ‘boing’ and ‘bounce’, making the poem seem happy and therefore enjoyable for both the reader and the audience. The phrases also made me think of words children may use when they are playing such as ‘jump’ and ‘ball’, this will therefore not only be more relatable for the children, but will also help to reinforce this vocabulary.
Is there anything significant about the shape of the poem?
The poem is positioned in quite an unusual way, starting in the top left-hand corner and progressing diagonally downwards to the bottom right-hand corner. The way that each verse is positioned encourages the reader to speed up when reading bringing purposeful tension to the poem. There is also an effect of each verse and accompanying illustration getting closer as the poem progresses, which gives the same effect.
When I look at the shape, does it help me to think about the poem in a different way?
The shape of the poem helps me to see it in a progressive way with the story starting at the top corner and ending at the opposite bottom corner. This progression could be the tiger physically growing and getting bigger, however, I interpreted it as the tiger growing in confidence from a small bouncy creature to a larger more confident one. This could reflect children’s feelings about themselves in the classroom as they grow in confidence.
Does the poem have a particular form?
The poem uses rhyming and repetition through the phases ‘bounce bounce’ and ‘pounce pounce’. This creates speed as you read the poem as well as reiteration of these important words. The lines in this poem are also very short and most of the words are repeated making it very accessible to younger children just beginning to look at poetry including those in the Foundation State and early KS1.
Do you have any questions about the poem?
Where does the inspiration for this poem come from? Is it based on a real tiger as it finds its roar or is it based on a toy or even a child?
Does the poem use any techniques?
Apart from the use of repetition, the main techniques in this poem come from the layout and illustrations. For this poem the illustrations are very powerful as they help to paint a picture of the tiger’s journey. At the beginning of the poem when the phrase ‘bounce bounce’ is used, the tiger is portrayed through the illustrations as an infant who is quite unsure and anxious. The poem then develops to use the phrase ‘pounce pounce’ in replace of ‘bounce bounce’, as this happens, the tiger is displayed by the illustrations in a much more confident and grown-up way. The illustrations therefore help hugely with deepening the development of the poem.
What is most memorable about the poem? How does it make you feel?
For me, the most memorable part of the poem is the last line ‘ROARRRRRR!’. This stands out because of the break in the repeated pattern which the rest of the poem followed. The first three stanzas have only two lines, however, the last has three including the ‘ROARRRRRR!’. This is a nice and memorable ending to the poem as it gives a clear representation of a tiger for the children. This line is also in a different size font and different colour, this is another technique used which helps the line to stand out and be memorable.
A Great Big Cuddle: Poems for the Very Young
Michael Rosen illustrated by Cris Riddell
General points about the chosen anthology:
This is a great poetry anthology for younger children. Could be used in the Foundation Stage and some would be suitable for lower KS1. There are a range of different poems in this book which differ by length and style making it a great anthology for a primary school where the children are likely to have different tastes and abilities. The use of illustration and the size, font and colour of the text makes the poems even more enjoyable to read and look at. Overall, a lovely anthology which I would definitely use with children in the earlier years of primary school.
Boing! Boing!
What do I like about the poem?
I really like the structure and simplicity of this poem, making it work very well for younger children or as an introduction into poetry for children with little exposure to this form of literature. The simplicity makes it easily understandable which children may enjoy as this is not always the case with poetry. I also really like the use of font, including size and colour, in making the last line of the poem bold and really stand out. This not only brings attention to this line but also shows the emphasis which needs to be added to it when reading aloud.
Are there any memorable words or phrases?
The poem uses two repeated phases, ‘bounce bounce’ and ‘pounce pounce’. These phrases are very memorable as they act as the body for the poem. Each stanza contains one of these phrases, helping to create a repeating pattern throughout.
What do the phrases make me think of?
When I read this poem, to me, the phrases have very positive connotations. This is because of the words used such as ‘boing’ and ‘bounce’, making the poem seem happy and therefore enjoyable for both the reader and the audience. The phrases also made me think of words children may use when they are playing such as ‘jump’ and ‘ball’, this will therefore not only be more relatable for the children, but will also help to reinforce this vocabulary.
Is there anything significant about the shape of the poem?
The poem is positioned in quite an unusual way, starting in the top left-hand corner and progressing diagonally downwards to the bottom right-hand corner. The way that each verse is positioned encourages the reader to speed up when reading bringing purposeful tension to the poem. There is also an effect of each verse and accompanying illustration getting closer as the poem progresses, which gives the same effect.
When I look at the shape, does it help me to think about the poem in a different way?
The shape of the poem helps me to see it in a progressive way with the story starting at the top corner and ending at the opposite bottom corner. This progression could be the tiger physically growing and getting bigger, however, I interpreted it as the tiger growing in confidence from a small bouncy creature to a larger more confident one. This could reflect children’s feelings about themselves in the classroom as they grow in confidence.
Does the poem have a particular form?
The poem uses rhyming and repetition through the phases ‘bounce bounce’ and ‘pounce pounce’. This creates speed as you read the poem as well as reiteration of these important words. The lines in this poem are also very short and most of the words are repeated making it very accessible to younger children just beginning to look at poetry including those in the Foundation State and early KS1.
Do you have any questions about the poem?
Where does the inspiration for this poem come from? Is it based on a real tiger as it finds its roar or is it based on a toy or even a child?
Does the poem use any techniques?
Apart from the use of repetition, the main techniques in this poem come from the layout and illustrations. For this poem the illustrations are very powerful as they help to paint a picture of the tiger’s journey. At the beginning of the poem when the phrase ‘bounce bounce’ is used, the tiger is portrayed through the illustrations as an infant who is quite unsure and anxious. The poem then develops to use the phrase ‘pounce pounce’ in replace of ‘bounce bounce’, as this happens, the tiger is displayed by the illustrations in a much more confident and grown-up way. The illustrations therefore help hugely with deepening the development of the poem.
What is most memorable about the poem? How does it make you feel?
For me, the most memorable part of the poem is the last line ‘ROARRRRRR!’. This stands out because of the break in the repeated pattern which the rest of the poem followed. The first three stanzas have only two lines, however, the last has three including the ‘ROARRRRRR!’. This is a nice and memorable ending to the poem as it gives a clear representation of a tiger for the children. This line is also in a different size font and different colour, this is another technique used which helps the line to stand out and be memorable.
maidmarianlib's review against another edition
3.0
Use of repetitive words and word sounds make this book a perfect choice for young people.
mat_tobin's review
5.0
I found this a gorgeous collection of poems. There is plenty of word play and nonsense words based around enjoying sounds and Riddell's illustrations, in a rare moment for me, seem to find the right balance between the words. I didn't think Riddell work would well with the younger child but he absolutely gets the fascination with colour and shape and size - just a wonderful match. The book itself is of a chunky, caring and sharing size too. The editing around the presentation of use of words and pictures to equally share the poem is wonderful. This is a classroom must (probably for any primary age in all honesty).
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