...make a peep

An official blog of Lunchpail Books... helping early readers get excited about reading! We provide vocabulary appropriate and FUN books for the early reader (K-3). Our books are carefully crafted to entice beginner

Monday, May 31, 2010

Writing From a Child’s Perspective


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What books were you forced to read as a child or youth?  I have wracked my brain, trying to remember what I read as a child—The only thing I can recall is “Mad Magazine”.  I knew who Alfred E. Newman was, but sadly not Oliver Twist.  I was carried away in the battles between “Spy Vs Spy”, but not Long John Silver.  Perhaps, I missed out on something, but many of the books that were required reading, were flat out boring.

Why were they boring?  A trite answer would be because they were uninteresting.  Every adult and every child has his or her own preferences and tastes when it comes to anything.  Same with books.  Most books are written by adults from and adult’s perspective.  Even awards given to children’s books are decided by panels of adults.  Parents by books because, it is on a reading list, they like the book, or it won some award.  Parents are in charge anyway, right?

What about the perspective?  Children have a unique voice and often with a beautifully innocent view of the world around them.  Little or no bias as to what is what, what is good, what is bad, what is normal, etc.  Imagine that you are a little duckling almost ready to hatch.  You have managed to peck a small hole in your egg, just big enough to look through with one eye.  Imagine what this new world would be like?  Looking at the environment with a blank slate.  I tried to address this perspective in one of the first “Peep Peep” books—“Peep Peep Comes Home”.  This is the first in the series.  Peep innocently observes her new world around her through a small hole in her egg. 
This book was crafted to make it readable by beginner readers, just new to children’s books.  You may have fun reading it (or other books in the series) to your early reader, or better yet have them (or help them) read it to you.  “Peep Peep” adventures are both kid and teacher approved.  Moms and Dads should like them too, as they have adventure, humor and a subtle message of love and family.  Take a look and let me know what you think.

Have you seen our fan page on Facebook?  Following us on Twitter? You will keep updated on what is going on with Lunchpail Books, Johnnie Lunchpail—even previews of new books and videos.  Even coupons for stuff at Lunchpail Books.

See you there!
 

Los Libros de Lunchpail son disponible en Español

Los libros de Lunchpail proporcionan los libros de alta calidad del temprano-lector que animan y consolidan de siempre un amor y una maestría de la lectura. Nos especializamos en los libros que se diseñan con el lector de principio en mente con la edad cuidadosamente seleccionada - vocabulario apropiado. Además, nuestros libros tienen ilustraciones que obligan, un argumento de la diversión y siempre un mensaje que eleva-- ¡los niños de las historias querrán leer! www.lunchpailbooks.com

Les Livres de Lunchpail disponible en Francais

Les livres de Lunchpail fournit les livres de haute qualité de tôt-lecteur qui encouragent et consolident toute la vie un amour et une maîtrise de la lecture. Nous nous spécialisons dans les livres qui sont conçus avec le lecteur de commencement à l'esprit avec l'âge soigneusement choisi - vocabulaire approprié. En plus, nos livres ont des illustrations irrésistibles, un argument d'amusement et toujours un message élevant-- les enfants d'histoires voudront lire ! www.lunchpailbooks.com
Peep Peep Finds a FriendPeep Peep trouve un Ami

关于Johnnie Lunchpail

因为我可以记住我爱讲故事。 我也爱阅读书并且吞食了作者,特别是children'博士Suess和其他著名; s书作者! 今天,我仍然爱及早坐下与经典之作读者…,但是我也爱写! 我写了并且组成了在纽约执行的二Off-Off Broadway生产。 另外,写了十二儿童的歌曲和偶尔地执行,当乞求。 我妻子和我培养了9个孩子(5个女孩, 4个男孩) -如此, I' ve有许多与不同的年龄的实践,并且兴趣和许多机会讲故事或手表故事在某些情况下出现! 我写了关于许多这些做父母的冒险在我的书“5态度做父母”可利用在Amazon.com。 读书总是我们的家庭生活的一个重要部分和,虽然孩子增长,我仍然想要与幼儿分享读的兴奋。 他们是否感觉独自地读书的兴奋或是读的对书是凉快的! -他们扩展我们的视觉和想象力。 当孩子是小的,我们在有各种各样的动物的一个微型农场居住包括鸭子! 鸭子总是我们的喜爱-- 逗人喜爱,模糊,富冒险和快派出友好的“窥视窥视”。 我希望您和您的家庭将享受关于我们说出“窥视窥视的”喜爱的鸭子的故事。 注意很快来的新书! 恳切地, 作者,
Johnnie Lunchpail

发射5月31日的Lunchpail书

5月31日
我是非常激动的宣布Lunchpail书发射星期一, 5月17日。   因此,您不知道什么Lunchpail书所有; 如此我们开始以我们的使命:
Lunchpail书提供终生鼓励并且哺育读书爱和精通的优质及早读者书。  我们专门研究设计想着初读者与小心地选择的年龄相称的词汇量的书。  另外,我们的书有强制的例证,乐趣故事情节,并且一则提高的消息故事孩子永远将想要读!
我们是开始小与三本书并且期望由令人想往的新鲜的作者增加更多很快一些Lunchpail和休息。  此刻, Lunchpail书将忠心于早期的读者(为孩子4-8岁)。   每本书是和为早读者妥帖小心地被编辑。
“这些书使用已故的了不起的博士过去常常的Seuss给早期的读者带来这样喜悦的同一受控词汇量。 当有可利用时许多令人愉快的儿童图书,多数不运用适当的读书水平词汇量”。 Lunchpail说创建者Johnnie。 (从新闻发布)
换句话说,他们为开始的读者使用太大的词。 通过选择书通过爱的遗产读孩子将想要读。 这是什么定义了一个早期或容易的读者。
容易的读者是相对地新的。 他们在1957年真正地开始了与在帽子的猫由Seuss (西奥多Geisel)博士。 那时以前,有插图的书大声主要读了,或许,并且那些故事设计读对孩子由成人或大孩子。 在帽子的猫写了与被限制的受控词汇量给220个词Dolch词汇量名单。
这对初学者读者是理想的。 这是什么做的读的Seuss博士如此专辑和乐趣。 到书店或任何地方那的一次旅行卖儿童图书,您将由已故的作者发现多血症标题。 非常少量其他书提供这样强制讲故事与这样受控词汇量。
Lunchpail预定“窥视窥视”系列已经创造了以下主要老师。 采取它从Judy Wedel,一位20年基本的特殊教育老师,说“窥视窥视故事有完全与鼓励所有的可爱的图片的组分初读者。 我爱结尾,因为他们突出爱和关心的基本需要,是这样舒适给所有孩子”。
要做作为持久的礼物更被爱护的书, Lunchpail书提供允许书采购员包括个人笔记或致力对特别读者在他们的生活中的一个个人化选择。
目前Lunchpail书提供与计划的3个标题在不久的将来介绍。
窥视窥视回家”     “窥视窥视散步”     “窥视窥视寻找一个朋友
每本书提供幽默和预期以在中的每一之内的一则安慰的消息。
学会更多在www.lunchpailbooks.com。

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Saturday, May 29, 2010

Foniks versus Whole Language


Did you learn to read phonetically or by sight (whole language) reading?   You may not know.  
There seems to be a battle between the phonics camp and the whole language camp—but which is the bet way to learn to read?  There are arguments for both sides, but my opinion is the sight-reading or whole language is the way to go.  Why?  Phonetics is based on a false premise… that there are actually consistent rules when dealing with English.   Is this were so, then we would be spelling it “fonetiks”.
If you want to read fast—you have to shift to sight-reading.   Yes, you will use “foniks” to “sound out” a word… then it gets filed into the brain into the sight-reading mechanism.
Here is some background on this battle—let me know which side you lean—
Proponents of phonics point to a purported decline in reading test scores in the 1990s that they saw as a result of whole language instruction and "scientific" studies that indicated phonics instruction produced better reading scores than other methods. Whole language advocates point to other reasons to explain those instances of declining reading scores such as students living in poverty and to ethnographic studies of students in classrooms to support their position. As shown in Figure 1, reading scores for students as reported by the U.S. Department of Education's National Center for Education Statistics, National Assessment of Educational Progress showed little change from 1992 to 2005.

Figure 1: National Assessment of Educational Progress 4th Grade Reading Scores 1992-2005
As education moved from the home into schools in the eighteenth century, textbooks were developed to teach reading. The McGuffey Readers were among the first of these. They consisted of a graded series of books that are now called a basal reading series. The first and secon d grade books were specially written to include stories that emphasized the sounds of letters in words, but the readers for older students were anthologies of stories drawn from a variety of sources. As well as helping teach reading, the McGuffey readers emphasized values like the rich helping the poor and being kind to animals. Teaching in the eighteenth century tended to be teacher-centered with students doing a lot of rote memorization.

At the beginning of the Twentieth Century, the Progressive Education Movement pushed for instruction that focused more on the interests of students and what science was discovering about teaching and learning. More and more stories were included in basals that emphasized particular sounds or other targeted reading skills. These specially written stories with controlled vocabularies were often of little interest to students and did not include ethnic minority characters. In the 1950s the "Dick and Jane" readers published by Scott Foresman used a "whole word" approach to teaching reading where words were repeated on each page enough times that, according to behaviorist research, students could remember them.

Phonics proponents led by Rudolph Flesh in his 1955 book Why Johnny Can't Read attacked the whole word approach because it did not get students into reading children's stories that did not have carefully controlled vocabularies. Phonics advocates focus their efforts on the primary grades and emphasize the importance of students being able to sound out (read) words based on how they are spelled. A problem with English is that it does not have a one-to-one sound symbol relationship that would make reading much easier. The many homonyms in English such as to, too, and two create difficulties for students, even at the university level in regard to spelling.

While knowing basic phonetic rules helps students sound out words, other very common "outlaw words" still need to be memorized as sight words because they don't follow any but the most complicated rules. It is estimated about half the words in the English language cannot be pronounced correctly using commonly taught phonic rules. Other problems with phonics include the differing size of students' vocabularies and differing dialects of English that vary in their pronunciation rules

Phonics is considered a "bottom up" approach where students "decode" the meaning of a text. The advantage of phonics, especially for students who come to schools with large vocabularies, is that once students get the basics down, they can go to the library and read a wide variety of children's literature.

Whole language is a currently controversial approach to teaching reading that is based on constructivist learning theory and ethnographic studies of students in classrooms. It is particularly associated with the work of Ken and Yetta Goodman at the University of Arizona. With whole language, teachers are expected to provide a literacy rich environment for their students and to combine speaking, listening, reading, and writing. Whole language teachers emphasize the meaning of texts over the sounds of letters, and phonics instruction becomes just one component of the whole language classroom.

Whole language is considered a "top down" approach where the reader constructs a personal meaning for a text based on using their prior knowledge to interpret the meaning of what they are reading. Problems associated with whole language include a lack of structure that has been traditionally supplied by the scope and sequence, lessons and activities, and extensive graded literature found in basal readers. Whole language puts a heavy burden on teachers to develop their own curriculum.

So, where do you stand?  Whole Language or Phonics?
Phonics versus Whole Language
© Jon Reyhner, Northern Arizona University, Revised December 13, 2008

Tuesday, May 25, 2010

Read Together

In Diane Frankenstein’s book; “Reading Together: Everything You Need to Know to Raise a Child Who Loves to Read”, She highlights 11 elements to help accomplish this…

Eleven Essential Elements—to raise a child who loves to read
1. A child’s desire to learn to read comes from being read to.
2. Enthusiasm and passion for stories are contagious. Don’t waste precious time trying to convince your child of the importance of reading—just read them good stories.
3. Children need confidence to be good readers and confidence comes from understanding a story.
4. Be creative and find other times in a day—not just bedtime—when reading can happen. How about a poem with breakfast? How about a short story with a snack? How about one chapter with dessert at dinner?
5. A child’s reading will improve the more they enjoy reading.
6. Conversations are where children first learn many of the skills they need to learn to read. Talk with children about the story, the pictures, and their reaction to the book.
7. Offer children books that speak to both their reading level and their developmental readiness for the story.
8. Expect your child to love reading and support that expectation by helping them find their “home-run” books—books that tap into their curiosity and interests, stories where they care about the characters and what happens to them.
9. Keep the love of story alive. While your child hones his/her reading skills, encourage him/her to return to the picture books and early reads he loved when he was little—you are never too old to read a 32-page picture book!
10. Don’t interrupt the reading of the story with explanations or editorials. A child can easily become annoyed and frustrated with too many interruptions.
11. Slow down. Encourage your child to read fewer books and know them well. Children need comprehension—not speed—to be good readers.

Monday, May 24, 2010

The Giant Duck


Ever wondered about the world’s biggest duck?  While this one is not alive, it is indeed impressive.  It was on Long Island on Route 24, between Flanders and Hampton Bays.  It was originally a duck store, selling Peking ducks.
The designers actually used a real duck as a model (tied to the porch).  It was constructed in the midst of the Great Depression in 1931 and is an impressive 20 feet tall, 30 feet wide and weighs in at 10 tons!

It is now at Sears Bellows County Park and is protected by the Friends of Long Island Heritage. 

Has anyone ever visited the giant duck?

Saturday, May 22, 2010

3 Strategies to Create a Love of Reading in Young Children

Parenting on its own can feel daunting… among general care, teaching, cleaning, cooking, washing, coaching, tolerating, etc… we also need to get specific with teaching… specifically teaching reading!  But “We were not trained as reading teachers, let alone trained as parents!”  There are a myriad of parenting styles (and learning styles) and there is definitely not a “one size fits all” when comes to helping children learn to read.

Strategy 1:   Expose readers to a restricted or controlled vocabulary…
Reading is a very complex process. Not all words can be read using simple phonic rules. Many important words need to be learned by sight. Teach only the simple and common words at first. The knowledge of 400 key words called Dolch Words, is all a young child needs to be able to read well.

Limit the initial reading vocabulary.
Reading is a very complex process. Not all words can be read using simple phonic rules. Many important words need to be learned by sight. Teach only the simple and common words at first. The knowledge of 400 key words called
Dolch Words, is all a young child needs to be able to read well.
            --OK, The Dolch words???” what???   Just a list of about 400 words that young children should be able to recognize and read on sight.  Dr. Seuss used this list in crafting many of his books.   This is what made his work so appealing… a beginner reader could read the book “all by myself”.    So where do you find books with controlled vocabulary like the Dolch list?   Check for codes on the books such as from Random House and others (more on this in future blogs).  Also, please feel free to check out the books on Lunchpail Books.  At www.lunchpailbooks.com you will find books crafted with the same controlled vocabulary…  Soooo-- grab a couple of Dr. Seuss books and checkout the “Peep Peep” series.
Strategy 2:  Read to Children…
Scientific research can inform beginning reading instruction. We know from research that reading is a language-based activity. Reading does not develop naturally, and for many children, specific decoding, word recognition, and reading comprehension skills must be taught directly and systematically. We have also learned that preschool children benefit significantly from being read to.
The evidence suggests strongly that educators can foster reading development by providing kindergarten children with instruction that develops print concepts, familiarity with the purposes of reading and writing, age-appropriate vocabulary and language comprehension skills, and familiarity with the language structure.
Substantial evidence shows that many children in the 1st and 2nd grades and beyond will require explicit instruction to develop the necessary phoneme awareness, phonics, spelling, and reading comprehension skills. But for these children, this will not be sufficient.
For youngsters having difficulties learning to read, each of these foundational skills should be taught and integrated into textual reading formats to ensure sufficient levels of fluency, automaticity, and understanding.
Strategy 3:  Practice, Practice, Practice…

The sun did not shine. It was too wet to play.
So we sat in the house all that cold, cold, wet day.
I sat there with Sally. We sat there, we two.
And I said, "How I wish we had something to do!"
-from “The Cat in the Hat” by Dr. Seuss -

Where you aware that 38% of all fourth graders in the United States can't read the first line from Dr. Seuss’ classic?  Is your child one of them?  Does your child struggle, hesitate, and torture words while reading? He or she is one of 7 million elementary-aged children who is performing below his or her reading potential.
Now is the time to pass on the legacy of love a reading to your children or a child in your life!  Stop by your local library, amazon.com or enjoy reading the adventures of “Peep Peep” to your child.  Pass on the love!

Thursday, May 20, 2010

Why do we love ducks?


Ducks have round heads, dark eyes and usually orange beaks.  They move gracefully in the water and are even more graceful when they fly.  However, they can be quite comical when the land.  They are fun to feed and at time seem even appreciative even though feeding by humans usually means little pieces of stale bread.

Overall they seem gentle—we know they don’t bite ( at least not hard) have no teeth, do not scratch you on purpose, nor do they sting you, bark at you, poke you or shoot stinky stuff at you.  Usually, they make a gentle “quack” sound; and ducklings make a soft and irresistible “peep peep”.

Ducklings are in a class of their own… little relatively big heads, big eyes, soft and cuddly.  They will follow you like you are their mother peeping all of the time.

More reasons…
Ducks don’t swear at you when cut them off on the highway.
Ducks don’t talk on their cell phones at a restaurant or movie.
Ducks don’t hog the remote.
Ducks don’t hog the blanket.
Ducks don’t claw up the furniture or eat you sandwich when you aren’t looking.
Ducks don’t leave the toilet seat down or up (although they might go for a swim).
Ducks don’t care if you call them on their birthday.

Can you add some reasons why we like ducks?


Wednesday, May 19, 2010

The Shoe Shovel


The Shoe Shovel
Finally, a solution to part of the problem…
The Shoe Shovel
(Courtesy of Stupid Inventions)
I love handling dog feces just as much as the next guy, but it’s the smell I can’t stand. Using my hands, the smell gets a little to close to my nostrils for comfort. The Shoe Shovel eliminates any hand-to-dog-feces contact, leaving you, if all works out, relatively scentless.

from http://www.gearfuse.com/shoe-shovel-eliminates-hand-to-poop-contact/

Monday, May 17, 2010

More on Rhyming Books


More on Rhyming Books
Young children love the sounds of rhythms and rhymes, from Mother Goose and other traditional rhymes to recently written rhymes. When the rhymes are coupled with engaging illustrations, children tend to enjoy hearing (and seeing) them again and again. A nice side benefit is that rhymes, alliteration, and other word play are great ways to begin to prepare children to learn to read. (From About.com:Children’s Books)
Subtitled Toddler Rhymes for Toddler Times, Stephanie Calmenson's entertaining book celebrates all that toddlers can do, from playing on the playground to using the potty. Other topics include colors, manners, counting, the alphabet, animals, travel, families, and friends. The two dozen poems feature the bright and lively artwork of Melissa Sweet. (HarperCollins, 2001. ISBN: 0688177379)

Both the poetry and the artwork in Four in All are unusual and affecting. Written by poet Nina Payne and illustrated by her son, Adam Payne, the text features just 56 common nouns set in verses that are surrounded by dramatic cut-paper collages. The story of a young child's adventure is told in such verses as "oats wheat corn rye / sun moon stars sky." (Front Street, 2001. ISBN: 1886910162)

Clare Beaton's book features her imaginative fabric and trim collages and 40 well-loved rhymes and finger plays. Many, like "I'm a Little Teapot," will be familiar to you; others may be new to you. The finger play instructions that accompany each rhyme are particularly helpful and ensure that you and your child will get the maximum enjoyment from the book.(Barefoot Books, 2001. ISBN: 1841484253)

This delightful book contains 200 rhymes, ranging from such familiar Mother Goose rhymes as "Old Mother Hubbard", "Simple Simon," and "Little Miss Muffet" to "Yankee Doodle" and other traditional rhymes. The folkart-style illustrations from the talented dePaola are full of good cheer and include a diverse group of children, adults, and farm animals. (Penguin Putnam, 1985. ISBN: 0399212582)

The constant repetition in this traditional rhyme is particularly appealing to young children. Diana Mayo's large and vivid illustrations cover the pages, bringing life to each verse. There are a lot of details in the pictures that children will have fun identifying. This rhyme is one that three- to five-year-olds will enjoy learning to recite. (Barefoot Books, 2001. ISBN: 9781846860768)

Do you like books that rhyme?   We do at Lunchpail Books… I would like to add-
In this adventure our favorite duckling makes a new friend named Gua Gua .  Gua Gua is also a young duckling, but doesn’t look anything like Peep Peep.  In spite of their differences they become fast friends and experience an adventure all their own.   Lunchpail Books are carefully crafted to encourage successful independent reading with a comforting message of love and acceptance.


Saturday, May 15, 2010

How to Get Dog Poop Off Your Shoes


In follow up from my previous post—never really thought there was a proper remedy for “Poo on My Shoe”. (POMS)… From eHow
Yuck! Dog poop on the soles of your shoes is not only smelly and gross, it is not something you want tracking into the house.
Those of us with multiple dogs have learned a trick or two about cleaning dog poop out of the soles of our shoes.


Instructions
1.    Step 1
If you are likely to step in poop when you go out to clean your yard, two things help. First, get in the habit of a daily poop pickup. Second, keep a pair of those plastic clogs by the door and use those for pickup duty. They are easy to hose off if you step in something nasty and you won't track any inside.
2.    Step 2
If there is snow on the ground, hop up and down in it, moving around and stomping until you are not leaving brown tracks behind. If the poop is fresh this will get it right up.

Wiping your feet on grass can actually smoosh the poo into the treads of your shoes. Instead, jump up and down. Find a puddle or a hose, wash off your soles and continue jumping in clean grass until they get clean.
3.    Step 3
If none of this is feasible, you have to hold your nose and use warm soapy water and a brush. The hotter the water, the more that lovely aroma will drift up to your face so practice holding your breath! Leather shoes should be polished afterwards because the soapy water can dry out the leather.
4.    Step 4
When all else fails or if the poop is starting to dry, use your dishwasher on the pots and pans scrub cycle. This works great on athletic shoes. I do suggest you empty out all the dishes first. Then put them in an old pillowcase along with a couple of fabric softener sheets and run them through the dryer.

This was posted as a handy tip… (for those that are proactive)
  • Dogs fed cheap, high grain kibbles usually have softer and smellier poop.



Thursday, May 13, 2010

Lunchpail Books Officially Launching 5/17


I am very excited to announce that Lunchpail Books will be launching Monday, May 17.   So, you have no idea what Lunchpail Books is all about; so let’s start with our mission:

Lunchpail Books provides high-quality early-reader books that encourage and nurture a life-long love and mastery of reading.  We specialize in books that are designed with beginning reader in mind with carefully selected age appropriate vocabulary.  Additionally, our books have compelling illustrations, a fun storyline and always an uplifting message-- stories children will want to read!

We are starting small with just three books and expect to add more soon—some by Lunchpail and the rest by aspiring fresh authors.  For now, Lunchpail Books will stick with early reader (for children 4-8 years old).   Each book is and will be carefully edited for early reader appropriateness.


“These books use the same controlled vocabulary that the late great Dr. Seuss used to bring such joy to early readers. While there are many delightful children’s books available, most do not utilize an appropriate reading level vocabulary.” says founder Johnnie Lunchpail. (from press release)


In other words, they use words too big for readers just starting out. Pass on the legacy of the love of reading by selecting books that children will want to read. This is what defines an early or easy reader.

Easy Readers are relatively new. They really started in 1957 with The Cat in the Hat by Dr. Seuss (Theodore Geisel). Before then, illustrated books were mostly read aloud, and those stories designed to be read to children by adults or perhaps older children. The Cat in the Hat was written with a controlled vocabulary limited to the 220 word Dolch vocabulary list. 

This was ideal for the beginner reader. This is what made Dr. Seuss so special and fun to read. A trip to the bookstore or anywhere that is selling children’s books, you will still find a plethora of titles by the late author. Very few other books offer such compelling story telling with such a controlled vocabulary.

Lunchpail Books “Peep Peep” series has already created a following of mostly teachers. Take it from Judy Wedel, a 20 year elementary special education teacher, who says the “The Peep Peep stories have simply adorable pictures with all of the components to encourage beginning readers. I love the endings because they highlight the basic needs of love and care, which are such a comfort to all children.”

To make the books more cherished as lasting gifts, Lunchpail Books offers a personalization option that allows book purchasers to include a personal note or dedication to the special reader in their life.
Currently Lunchpail Books is offering 3 titles with plans of introducing more in the near future.


Each book provides humor and anticipation with a comforting message within each.

           

Wednesday, May 12, 2010

Do You Find This Offensive?


Do you find this offensive?
Is farting an appropriate subject matter for children’s books?  What are your thoughts?
Does this have more appeal for boys versus girls? 
I, (Johnnie Lunchpail) am playing with the text for a story, currently titled “There’s Poo On Shoe.”  Am I crossing the line of good versus poor taste?  Or will kids enjoy reading a “giggle” story?  Would this encourage boys to read more?  Fart more?  Or perhaps there is no gender bias at all.
There is a child in each of us… I know for sure there is an adolescent boy that lurks in my psyche – I still giggle at farting?
Let me know your thoughts….The Gas We Pass




Would “There’s Poo On My Shoe” be crossing the line of taste and acceptability to readers and Moms and Dads?

Saturday, May 8, 2010

Quacking Up

Quacking Up!
Here are how ducks all over the world quack. It is interesting to me how different many of them are… why do you think that is? (Sounds are transliterated English equivalents)

Country
Sound
Chinese
Gua Gua
Danish
Rap Rap
Dutch
Kwak Kwak
Finnish
Kyak
French
Coin Coin
German
Quack Quack
Greek
Pa-Pa-Pa
Hebrew
Quak Quak
Hungarian
Hap- Hap
Italian
Qua Qua
Japanese
Ga Ga
Russian
Krya Krya
Spanish
Cua Cua
Swedish
Kvac-Kvac
Turkish
Vak Vak
Urdu
Quak Quak


So, Peep Peep’s friend Gua Gua translated to English is actually Quack Quack… but Peep Peep doesn’t care*. It is interesting to note that Peep Peep in Turkish would be jiyk jiyk. How is that? I can’t even pronounce that! It must be tough to be a bird in Turkey…. Wait! Turkey is a bird—A Turkish Turkey would go “glu glu”.
For a rather comprehensive list of transliterated animal sounds check out Derek Abbott’s Animal Noise Page.
Clilck here to learn more about Gua Gua in “Peep Peep Finds a Friend