Story book review Essay Example

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Each Peach Pear Plum

Summary of Story:

Each Peach Pear Plum is a story with a theme of ‘can you find it?’ In the book children get an invitation by which they are expected to find the nursery rhyme as well as the characters in the story book and this is attained by listening to the story in rhyme. The story allows children to charmingly see the story charters and settings.

Structure of story

The delightful tale gives the children an opportunity to explore some scenes including the following: what the baby bunting was carried home by the three bears? What could it be like if the three bars lived with Cinderella, what if jack and jell fell in the ditch with the witch among other scenes carried in the book? Children are therefore able to spy characters that are hiding in the pictures and the poems found in each page gives the children on what is hiding in the picture illustrated opposite of it.

In the book there is allusion, where the word ’I spy’ appears at end of every page and also the ‘I spy wicked Witch’ which play a significant role in connecting the current theme with the next one. The casts of the book convene up for the plum pie especially in the sun where the child will eventually find all persons.

Visual features

Page layout/reading path: the book has texts on

each page and a picture is carried on the opposite page. The writing is very minimal making it easy for children who are starting to read. Also, the words used on each page thus making the connection between the themes. 

Colour: The pictures illustrated are in various colours and it serves to portray the availability of options and diversity in characters in the story. It also indicates that the character to be identified is hidden amongst other different characters.

Phonic examples or spelling patterns:

Wicked, witch; wood, hood; peach, pear, bears, stairs

Key Words:

Spy, Wicked, witch ,cellar

story book review

Ahlberg J (1981). Each peach pear plum: an «I spy» New York: Scholastic Inc.

Literary & Visual Features:

Literary features

The use of pictures in the book helps Children to identifying and reciting nursery rhymes through the identification of the hidden Characters in the picture illustrated. In the book things are not always obvious to identify but through the use of other close ones is able to correctly identify what he or she is looking for. Use of illustrations to represent hidden characters teaches the children to perceive the world from a different perspective as what they are often familiar with (Winch, 2004, 212). The writer has been able to transfer this theme through the plot, the pictures and texts. The pictures drawn also provide a simple way to identify the objects since they are real life objects that the students observe daily (Browne, 2009). The pictures give the best way of rhyming the words as they give objects that have rhyming words. The book is very essential since the objects and issues discussed; are found in real life making it easy for the children to understand easily (Cameron, 2001).

Language features:

The book involves rhyme and rhythm features including Mother Hubbard and Tom Thumb, Baby Bunting who are displayed in the drawings. The rhyme includes Each, Peach; book and look; eye and spy; asleep, bo – peep; hill, Jill; ditch witch; wood hood.

The book has a rich colour that resembles the fruits with beautiful landscapes and always highlight the spying theme.

Phonics: for example peach pear

R-controlled vowels Stairs, bears

The pictures are well blend to tell the actual written lines; they depict what the lines say; (pictorial language).

Ref: Winch, G. (2004). Literacy: reading, writing and children’s literature (2nd ed.). Melbourne: Oxford University Press.

The teacher should make the children identify the pictures in the pages before making them read the pictures, to make it more interesting; the teacher should be able to guide the children; for instance, showing the picture and telling them to spy on something beginning with the sound, W.

Purpose – to understand the use of picture in identifying words, items, objects, and individuals

Stage / class — Stage 1 – year 1 (preschool — Nursery)

Reading Outcomes– RS1.5, RS 1.6

– Ask the children to identify/spy on words, items and objects with certain phonic sound and letters in the pictures given.

Reading – Before reading this book it is essential that the teacher ensures that the target children are old enough to scour the pictures because the book despite being funny it has limited texts thus making it a bit difficult for the interest level of babies. After the viewing activities play a nursery rhyme guessing with the children as this will give them an additional practice reciting in rhyme giving them a chance to supplying the final word of the rhyme e. g «I’m Little Bo Peep. At night I have trouble falling….. (asleep)

Revisiting the Text – Help students identify the different words, objects, items, and individuals spied on; and correctly naming them loudly.

Activity– In groups of three the students should write down the phonic sounds in a letter sound card, the items and objects spied on. Each group is assigned five pages. The students need also to identify the various colours in the pictures and the characters that are spying on the others.

Conclusion – The sound cards and phonic sounds/words identified by the group are sorted according to the pages of the book and the children are able to go through each groups work by identifying the spied on items and characters, they are also to read around the words and identify the sound.


Browne, Ann. C. (2009). Developing language and literacy. New York: Sage Publications.

Cameron, Lynne. (2001). Teaching Languages to Young Learners. London: Cambridge University Press