get example of Natalie&apos;s book on thinking
Pete the Cat is your ordinary blue cat who gets new shoes. He keeps walking along after stepping in all kinds of stuff like blueberries, strawberries and mud. Pete never gets down, he keeps walking along singing his song (which the kids love to join in and sing). Pete teaches kids to love life, not to worry.
Our K teacher uses a character her students connect with to help teach many concepts. This year she has Pete featured in many different colored shoes on her cupboards to help kids access this text and learn colors.
After taking photos and printing pics of our own shoes, each student created Pete wearing their tennis shoes. Helped kids learn to read each others names, sing and read.
Anchored our practice with how readers pay attention to words and pictures.
Allowed kids to independently think about words using a familiar text.
Little girl and monkey who go on imaginary adventures together. Pic clues for getting kids to think and predict acting out
Take off of Who Stole the Cookies from the Cookie Jar? Great ending: feature picture Rhyme Feels like Brown Bear Brown Bear
Linking words kids are learning back to a familiar text Intro hf, into notion that we can notice patterns in words that will help us spell
Simple text and lots of opportunities to talk about comprehension through picture reading. Use pics to infer how each animal helped the other. Little duck is lost, monkey helps him find his way back to his family Monkey is falling and little girafffe catches him as he falls, Little Giraffe can&apos;t reach his food and gorilla bends down the branches. The story continues until you meet duck who is lost again.
I am the King is the story of a lost crown and the journey it takes Fluency: opportunities for becoming the characters. Expression, possibilities with creating different voice for each animal that tries on the crown. Comprehension : Using pictures to infer
Hello Day is a simple text that introduces kids to animal sounds. Pictures are exquisite and some opportunities for predicting. &quot;Moo,&quot; said the cow. Patterns in color The book kids refer to when remembering said. Nice book for beginning to look at how writers write dialog.
I love Bob Shea books! This story wins the hearts of boys who love to compete. Dinosaur is ready to verse everyone and everything. From a bowl of spaghetti to talking grown ups to Bedtime. This dinosaur often wins until he gets tired. Fluency study: allows readers to practice using cues presented in the text that tell them to read louder (lg font) softer, slower... intonation/expression
Rhythm in finding and asking where is the green sheep?
Picture of kids participating in shared reading or kid smiling with book or close up reading?
add pic of book bin kids reading in whole group We can provide tools for helping kids access books again and again.
During election week we voted for our favorite pattern book using ballots and then calculating the class vote. We then reflected on WHY Pete the Cat won and you can see the message of this book really affected kids and their vote.
Cortney said you will need a break from Kathy’s laughter Readers are readers (not striving not struggling not reluctant) I am a gardener Careful with idea of &quot;just-right&quot; books (uncomfortable)
First Grade - Dick & Jane No library 2nd grade library once a week Problem escalated as we moved toward intermediate grades BUT... My students Library every day Self-select books in classrooms Reality... kids need to know how to choose at the library, book store, on the computer
Develop reader voice love of reading Books choice isn&apos;t about levels Why not just GR books? (ck new core) I don&apos;t read levels. I probably wouldn&apos;t be allowed to read most books I read. Book choice isn&apos;t about me choosing books for students It&apos;s about helping students learn to make choices Curricular Ties Purpose Selection We have to honor and trust children.
Focus Lessons that support living a reading life All lessons (comp, sustaining, procedures) move readers toward independence
CLASSROOM INSTRUCTION THAT SUPPORTS Defining Easy, JR, Ch Talk about Amanda&apos;s comment This is beginning --- conversation changes likes authors genres
Strategies to help read w independence Picture Walks: teaching students to look through book first to get their mind ready. Predicting: Thinking about what story might be about. Monitoring: Knowing when to stop, reread, ask questions
Morning as students return from the library Reader&apos;s Workshop As they come in from lunch
Classroom library needs: Sorted to help readers authors characters topics genres Books at a variety of levels Display to capture attention Mobile Frequent change
REPETITION Books after I&apos;ve read aloud students can take home and read Format Appealing and easy for students to navigate When I Was Five (Size of print) Would you Rather (structure question) Would You Rather (words right under supportive pic) Beasty Story (words under text)
Picture Support Familiarity to Students Elephant from Read Aloud The Three Bears story Story Structure Appeal to Students (Todd Parr
Prior knowledge of an author, series, character can make reading easier for students Joy Cowley Jan Thomas Mo Willems David Shannon Mem Fox Series
Reading Bags Letters News Sites
Probably Need Different Ending Common reasons teachers are hesitant to let children choose: What about when students don&apos;t make &quot;right&quot; choices? What about students who always read books that are too challenging? (ie early chapter books) easy? What about students who only read particular genres? What about students who need to develop fluency?
1. Picture Book Possibilities: Using
Literature to Collaborate with
Ann Marie Corgill
2. Re-Energizing Shared Reading
with Picture Books
3. Shari Frost
4. Shared Reading + Great Picture
Kids loving to read!
5. Features of text that support shared reading (Parkes, 2000)
reflect the experiences of children
contain humor, action or strong characters
contain, rhyme, rhythm and memorable language
contain illustrations that support and extend the text
have entry points for kids to participate in reading
6. What are some picture books kids love to read
over and over again?
What are the possibilities for these loved books?
7. Pete the Cat by Eric Litwin
8. Make memorable text accessible in the classroom.
9. Adapt the text for creating and reading opportunities.
10. Reread and study accessible text.
11. Provide opportunities to practice piecing words back and
12. Make kids excitement for reading accessible at
13. Monkey and Me by Emily Gravett
14. amazon.com copyrighted text
Opportunities for predicting
15. Act it out
16. Other possible shared texts by Gravett
17. Who Ate All the Cookie Dough?
by Karen Beaumont
18. Adapt text : name learning/ highlight words studied
19. Integrate word learning using memorable/rhyming text
20. I Can Help by David Costello
21. Integrate discussion about theme & classroom library
22. Connect word practice with shared texts
23. I am the King by Leo Timmers
24. Hello Day! by Anita Lobel
25. Dinosaur Vs. Bedtime
by Bob Shea
26. Shared texts scaffold and support kids fluency practice.
27. Integrate technology : record student interpretations of shared
29. Where is the Green Sheep? by Mem Fox
30. Use shared texts in writing study
31. Let shared texts inspire ideas for writers...
32. 1. Enjoy
We send messages to our students
as we share books together...
33. 2. Collaborate Collaborate.2. Collaborate
34. 3. Identify and Independence
35. 4. Please: Read it again
Read Again Online
Read Again At Home
Read Again Throughout the Year:
Come back to shared texts for new
Read Again Independently
36. 5. Notice more, experience more, understand and
37. The Power and
Pleasure of Wordless
38. Wordless Picture
• The Great Equalizer
• Language Opportunities
• Comprehension Spotlight
• Joy Joy Joy
39. Hard-Core Reading
• making meaning
• activating schema
• determining importance
• character work
• story elements
40. Wordless Picture
• Drama Scenes
• Partner Play
41. Work and Play in WPB
• How do we read books without
• How do we read wordless picture
books with friends?
• How do we talk about and play with
our wordless picture books?
42. Teacher Support
• Model a book tour
• Reread narrating the story
• Reread acting out the story
• Reread to study an aspect of the
43. Picture Books for
A Community of Readers
44. Then and Now
45. Power of Choice
Rights of Every Reader
• To choose their own books
• To talk with a friend about a
• To laugh over books
• Too spend too much time in
• To enjoy bad writing
• To see others read and hear
about their decisions
• To find their own reading
46. Helping Students Choose:
• Teach for procedures
• Teach comprehension
• Teach strategies for sustaining
• Supporting students as they
learn to live the life of a
47. Supporting Independence: Focus
• Knowing yourself as a
• Book choice
• Talking about books with
• Reading purposes
• Characteristics of books
(genres, characters, etc.)
48. Helping Students Choose:
Defining Easy, Just Right, Challenging
49. Helping Students Choose: Reasons to
50. Supporting Independence:
51. Supporting Independence: Time to
52. Supporting Independence: Time to
53. Supporting Independence: Honoring
54. Picture Books for Independence:
Supporting Choice in the Classroom
55. Picture Book Characteristics that
56. Picture Book Characters that Support
Appeal to Students
Familiarity to Students
57. Picture Books for Independence: How
58. Parents & Book Choice
59. Power of Picture Books
60. Picture Books:
Catalysts for Academic and
in Primary and Middle Grades
Ann Marie Corgill-Ingram
did I say “yes” to this session?
• My colleagues
• My learning
• My belief in the power and
potential of picture books
in “growing” our students
forward as learners and
are picture books important
for teaching all students?
• They’re non-threatening.
• They’re visually
• They’re a catalyst for
do I use picture books to “grow” both academic and
• By using them to teach,
support, and encourage
meaningful TALK among
do students learn how to talk about these picture
• Students need to see the
purpose of meaningful
• Intentional teaching
kinds of talk do picture books encourage?
• Talk to make meaning of the
• Talk to explore writing craft
and author techniques
• Talk to make sense of world
• Talk to understand
themselves and others
66. SO WHAT?
So Why Is This Important for All Students?