The Story of Tracy Beaker

A book that I liked as a teenager/adult

As a teenager, the book that I enjoyed reading in my transition to adulthood was THE STORY OF TRACY BEAKER, authored by Jacqueline Wilson. I was successfully made to like the book by close friends who had already read it. The copies were made available to me by my friends. The most enticing thing was that they kept discussing the book and the cast all the time we were together. It made me make the first attempt to look at the book. The book's introductory section made me remain glued to the last bit of it. I ensured that I followed all the episodes of the book without fail. The interesting person in the book is Tracy. A young girl named Tracy is eager to have a life (Zaleski, 2001).

She is endeavored to get home, to have a feeling of home. She is depicted to be adventurous. It rallied together with me as, at my age, the stage was approaching independence, and I had at one time to have my desires and passion. She seems lonely as she is not on terms with her mother when she names her mother's boyfriend as a Monster Gorilla Boyfriend (Zaleski, 2001). Mischief was part of her life wherever she went as a person. She is always troubled as she feels lonely and unloved at ten years. She terms her home care residence as a dumping ground. She feels that all the people who are in the children's homes were dumped there by the parents.

A review of children's fiction book

The Rainbow Fish

I have enjoyed reading a children's fiction book is THE RAINBOW FISH, written by Marcus Pfister. It is a children's book full of pomp and colour drawn in the pictures. The book denotes and concentrates on matters of selfishness and sharing (Pfister, 1992). These are the most common antagonizing concepts in children's lives as they grow. Several children will choose selfishness while others shall be coerced to portray the virtue of sharing. Marcus Pfister clarifies in the book that sharing is the source of happiness. The rainbow fish is depicted to be having the most colourful scales. With the colourful scales, the rainbow fish is proud does not want to share the scales (Pfister, 1992). She goes on to seek advice from the octopus. The octopus, however, tells the rainbow fish what she might have never expected. That when she shares the scales with others, she will be happy. Before the octopus finishes, it vanishes, leaving the rainbow fish with the decision to make. The Rainbowfish with pomp and colors goes back and shares the scales with the first fish and becomes happy. When the other fish saw the rainbow fish sharing the scales, they all surrounded the rainbow fish for a share. The rainbow fish goes on and shares the scales with all the other fishes, which makes her very happy. The author tactfully makes it important to the children that if they want to be happy and co-exist, they should be ready to share what they have with others (Pfister, 1992). It is a clear lesson on the wrong side of selfishness and the good side of sharing.

A review of the nonfiction children's book

The Guinness World Record Book is a mind-blowing nonfiction book that shares the uniqueness and the need to appreciate and recognize various spectacular performances and achievements (Glenday, 2000). Despite having various versions due to the multiple productions, the Guinness world record book is an adventurous book that is intuitive and educative. My interaction with the book came into place when the media houses always mentioned any unique and highly recognized performance noted in the book. It made me take a step t to have a clear look at what was being discussed. The book has endeavored to recognize some spectacular performances and records (Glenday, 2000).

A good example is the most tattooed man globally (Glenday, 2000). No one would think that such a person can be recognized. It is a unique venture that h took part in to be recognized. Notably, the focuses are on the positive side of the records. The uniqueness is also effectively relevant to all ages of children. Children have the opportunity to note that all good gestures in life can be globally recognized. It is an encouragement to them as they grow up they take personal positive life action to be recognized and given global limelight.

My learning

From the review of my favourite book above, I have learned that it ain only in what you perceive in the world that keeps you going but that what you read impacts your life. I have realized the relevance of my loving books. As a reader, every book that I have interacted with has had positive lessons both professionally and in personal life scenarios. The books have also made it easier when making decisions on various life issues.

It should be noted that books also have the attention and target for the different life ages. The ages ranging from children, teenagers, and adults have different life orientations at the moment. The children's books must have an eye-catching portfolio that keeps them glued to them. The children's books must have adventure colours and fiction that will make them need more. For instance, Rainbowfish is a good book to attract the learners' attention as it uses colours of the rainbow to keep them glued. However, the books must be lesson-oriented and have an ultimate focus for each group.

Different features make the books relevant to young readers. An author should use rhyming words to emphasize a concept they want to deliver (Snell, Hindman, & Wasik, 2015). For children, action-oriented readers shall be effective by making them memorize what is expected of them. The use of illustrations and songs captivates the episodes reducing the boredom commonly associated with reading. Similarly, repetition as a tool makes the key ideologies to be emphasized (Snell, Hindman, & Wasik, 2015). Bold letters from memory sensitization should be accompanied by colour writing to make the entire episode have recommendable points.

The teenage and adult books, in most cases, have clear life lessons. The vivid introductory and lesson identification makes the reader aware of what they expect from the book. Notable quotes and speeches equipped with adventures scenes make the books thrill the readers (Mason, 2017). The enticing mode of writing must be emphasized to inculcate reading culture. Reading is effective if there is a willingness on individual levels. For children, encouragement should be sourced from home. Parents should make it clear to the children that through reading books, they can learn literacy skills and various life personal development achievements at an early age (Mason, 2017). Parents who are poor readers ought to avail themselves of the books to the children and monitor their reading culture by guiding them regularly. Finally, noting is positive without the requisite attitude. The educators and any relevant person should share and insist on a positive attitude towards reading. Through reading, it should be made clear that one learns and is entertained in equal measures.

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References

Glenday, C. (2000). Guinness world records. Guinness World Records.

Hudson, A. K., & Williams, J. A. (2015). Reading every single day: A journey to authentic reading. The Reading Teacher, 68(7), 530-538.

Mason, J. M. (2017). Reading stories to preliterate children: A proposed connection to reading (pp. 215-241). Routledge./p>

Pfister, M. (1992). The rainbow fish. Simon and Schuster.

Snell, E. K., Hindman, A. H., & Wasik, B. A. (2015). How can book reading close the word gap? Five key practices from research. The Reading Teacher, 68(7), 560-571.

Zaleski, J. (2001). THE STORY OF TRACY BEAKER (Book Review). Publishers Weekly, 248(30), 77-77.