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Using Picture Books in the Secondary Classroom http://sites.google.com/site/carmynatcommunity/ [email_address] Presented by Carmyn Juntunen English and Title I Reading Community High School, Grand Forks Public Schools The Red River Valley Writing Project Today I represent two of my many “hats”
Think back to your childhood, your reading history. On piece of paper jot down a book that you loved when you were small. Write about what you remember… If you can’t think of one from your own childhood write about one you’ve enjoyed reading to kids as an adult. Take a couple minutes to do this… Write with me… This is level one writing, friends… we are thinking on paper, so don’t worry about the format or length or editing your work. We are just slowing it down so everyone can consider the question, process, and comment.
Acknowledging favorite books from the past, celebrating them, gives them validity. The practice…
invites picture books into the secondary classroom.
includes readers of all ability levels.
acknowledges something a student values.
reminds students of the “good times” of reading
open doors to other kinds of reading
A place where I’ve celebrated books from my past:
Pleasure Picture books are beautiful—rich in words and text. They can transmit huge concepts in a small package with a low time commitment. Yet, if promoting literacy and a love of literature is a goal a picture book is an easy way to bring in a pleasurable reading experience solely for that end. Picture books can help meet character education goals as a benefit. There are many reasons to read picture books to students. This reason should not be ignored.
Even simply on the pleasure level, teachers can use this time to ignite a passion for literature or picture book art.
Read Alouds provide a shared reading experience—a common text for reference.
In addition, they can model reading fluency, a reader’s voice, and possibly even more valuable to the secondary classroom teacher—they can be used as teaching tools.
Short time commitment to a single story makes this a viable option.
Choosing Picture Books Choose books you love – not any old one off a library shelf. “ Teach them [your students] to be moved and you will be preparing them to move others.” – Cynthia Rylant Check the book for content accuracy and quality illustrations. Ask your librarian, consult online resources, consult colleagues… There are more books out there than time to use them.
“ Touchstone Texts” http://writingeverydayworks.wordpress.com/2009/01/27/touchstone-text-or-mentor-text-activity/ Picture Books as Teaching Tools A single rich picture book that can be used again and again for multiple purposes. The following website explores this concept more deeply: In my language arts class, this text can help me… Model reading strategies – inferences, making connections Provide explicit instruction on the concept “direct and indirect characterization” and irony Provide a mentor text for constructing characters in writing—both fiction and nonfiction narratives. One Example:
Picture books can be used in frontloading an activity, concept, or new subject in any classroom. Picture books can help build the bridge between new knowledge and their background knowledge. Activating those connections between concepts helps students learn. Where students lack background knowledge, a picture book can serve as an anchor or a place to return to ground themselves in the concept or idea. Picture books can help personalize the an otherwise abstract concept. They use story to teach the content. Frontloading
Picture books are a great way to get started with poetry anthologies
Genre Study It’s important for students to determine the main characteristics of various genres. One could do an analysis of the genre of picture books in general and then look at specific types of picture books to sub-categorize. One could teach analysis within the genre and do a “book award” in order to talk about quality and criteria. Cross-Curricular Connections Many picture books fit more than one curriculum area and though one may not use it collaboratively, it’s worth recognizing that with students so they more naturally see learning as integrated and not segmented.
An analysis of the collected work of a specific picture books author. Students can discover either the diversity or cohesion in an author’s body of work by examining storylines, topics, voice, word choice, image style Illustrators: David Small Eric Carle Lauren Child This would be helpful particularly in language arts – or art by looking at an illustrator. Example: Chris Van Allsburg Author Study
Together let’s make some observations about the picture.
On your own: write a story starter
Who is this man?
What is he doing?
What happened before this moment?
What will happen next?
You may use the caption in your writing if you like.
Let’s Try It Out:
Differentiation If a classroom is filled with books of all shapes, sizes, reading levels and versions on a theme, students can self-select or teachers can direct the just right materials for kids to grasp the concepts. One Example: Woody Guthrie Subject areas: Music, Literature, Social Studies
Picture Book Illustrations Students need guidance in visual literacy – learning how to “read” images Illustrator as Mentor— Illustrators prove art teachers with accessible examples of a wide range of artistic style –woodcuts, mixed media, watercolor, computer generated Antler, Bear, Canoe: A Northwoods Alphabet by Betsy Bowen I Will Never Not Ever Eat a Tomato by Lauren Child La Cucaracha Martina by Daniel Moreton
Art Language Arts Social Studies Science Math Music Foreign Language Reading Careers Health Physical Education Film Study For a complete list of all the books I’ve brought with me today and any other picture book resources I know or can recall, please check my website. I will have a copy of the presentation there as well as some links to handouts if you are interested. http://sites.google.com/site/carmynatcommunity/
Red River Valley Writing Project http://www.rrvwp.und.edu/ Summer Institute 2010 for Teachers June 14--July 9, 2010 Fargo, ND The Red River Valley Writing Project (RRVWP) is a site of the National Writing Project (NWP), a professional development program devoted to teaching writing. The National Writing Project has been federally funded since 1990. The goal of the national project is to improve student writing abilities by improving the teaching and learning of writing in the nation's schools, provide professional development programs for classroom teachers and expand the professional roles of teachers. On Teaching Writing. On Using Writing to Learn. All Content Areas. All Grades. 4 grad credits. Tuition Reimbursed. Interested? Official Summer Institute in Fargo this Summer
Red River Valley Writing Project Grand Forks Opportunities This Summer Barry Lane Blitz July 12-15, 8:30 a.m.-12:30 p.m. University of North Dakota, Merrifield Hall, Room 10 Barry Lane, renowned educator and author of books on writing, including After the End and The Reviser’s Toolbox, offers a plethora of strategies for educators to help students generate text, refine ideas, and revise writing effectively. In this class, teachers will have the opportunity to put themselves in the writer’s seat and experience firsthand Barry Lane’s strategies for writing and revision. Join instructors Pam Fisher and Dr. Marci Glessner as we read, write, and discuss around a variety of Barry’s most engaging strategies from collaborative poetry to “roller coaster revision.” Credit: 1 Continuing Ed credit UND Fee: $50.00 Register online at www.educators.und.edu/summer. No additional fees or registration required.