Bibliographic Information:
Krebs, L. (2004). We All Went On Safari (Reprint edition). Barefoot Books.
Plot description:
Arusha, Mosi, and their friends and family are all going on safari. Along the way they cross the rocky glens and grasslands that make up the Tanzanian countryside. At every stop along their journey, they count the animals that call East Africa home. In addition to naming the number in English, each number is also given in Swahili (one is moja, two is mbili, etc.) They encounter wildebeests, elephants and hippos, among others. The group is made of young and old alike, all dressed in beautifully colorful clothing and donning traditional head wear and jewelry. At the end of their long day's journey, they all settle settle down in the "sunset's fading light" for a cozy campfire.Quantitative reading level:
ATOS Book Level: 4.0Interest Level: Grades PreK-2
Lexile Measure: 910L
Qualitative reading analysis:
The book is relatively short, with two pages devoted to each number, one through ten. Each number is given a short rhyme that describes something about the African landscape and then a given number of indigenous animals. The illustrations are bright and sunny, with enough detail to keep children interested, but not so much that they will become confused or overwhelmed. After the story proper, there are two pages dedicated to describing the animals of Tanzania, a page about the Maasai people of East Africa, a page about the Swahili names mentioned in the text, a page of facts about Tanzania, a map of Tanzania, and a page called "Counting in Swahili" that helps the reader pronounce the numbers given within the book.
Very young readers will struggle with pronouncing and understanding unusual words (Serengeti, intertwine, acacia), but as it is a book best read aloud, these stumbling blocks will make way for wonderful conversation. It is unnecessary that readers/listeners have any previous knowledge of the subject matter and it is equally engaging for seasoned counters and those new to the skill alike.
Content area:
Social Studies - Geography
Mathematics - Counting
Content area standard:
CCSS.Math.Content.K.CC.B.4.a
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
CCSS.Math.Content.K.CC.B.4.b
Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
CCSS.Math.Content.K.CC.B.4.c
Understand that each successive number name refers to a quantity that is one larger.
Understand that each successive number name refers to a quantity that is one larger.
CCSS.ELA-Literacy.RI.K.1
With prompting and support, ask and answer questions about key details in a text.
With prompting and support, ask and answer questions about key details in a text.
CCSS.ELA-Literacy.RI.K.2
With prompting and support, identify the main topic and retell key details of a text.
With prompting and support, identify the main topic and retell key details of a text.
CCSS.ELA-Literacy.RI.K.3
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
CCSS.ELA-Literacy.RI.K.4
With prompting and support, ask and answer questions about unknown words in a text.
With prompting and support, ask and answer questions about unknown words in a text.
CCSS.ELA-Literacy.RI.K.5
Identify the front cover, back cover, and title page of a book.
Identify the front cover, back cover, and title page of a book.
CCSS.ELA-Literacy.RI.K.6
Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
CCSS.ELA-Literacy.RI.K.7
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
CCSS.ELA-Literacy.RI.K.8
With prompting and support, identify the reasons an author gives to support points in a text.
With prompting and support, identify the reasons an author gives to support points in a text.
CCSS.ELA-Literacy.RI.K.9
With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
CCSS.ELA-Literacy.RI.K.10
Actively engage in group reading activities with purpose and understanding.
Actively engage in group reading activities with purpose and understanding.
Curriculum suggestions:
We All Went on Safari is a perfect book for new counters and burgeoning readers. Krebs does a wonderful job of weaving in lessons about numbers (in English and Swahili), as well as interesting facts about a culture that will likely be unknown to most American children. Discussions about geography and what makes cultures alike and different will certainly crop up, with the math lesson acting as an effective vehicle.
Supporting digital content:
Counting in Swahili - https://www.youtube.com/watch?v=bGW3fS---AwThe Maasai People - http://www.maasai-association.org/maasai.html
Awards:
2003 Book of the year award,Child Magazine
2003 Best Books of 2003, Family Fun Magazine
2004 Nominated for Kate Greenaway Award, UK
2004 Gold Practical Pre School Award
2004 Book of the Year Award-Siver medal winner Foreword Magazine
2004 Teacher's Choice Award-Learning Magazine
2004 Capitol Choices Selection 2004
2004 Oppenheim Toy Portfolio 2004 Gold Award
2005 Parent Teacher Choice Award 2005
Personal thoughts:
My children, age 4 and 8, both love We All Went on Safari. The younger child, my son, loves counting as the pages flip, while my daughter likes to try and pronounce the words in Swahili. It is a nicely interactive book that works on many levels; it is a counting book for young children, but it is also a glimpse into another culture for more mature readers.
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