Picture Book Possibilities


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Picture Book Possibilities: Using Literature to Collaborate with Learners

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  • get  example of Natalie'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
     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'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. 
    "Moo,"  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...
  •  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 "just-right" books (uncomfortable)
  • First Grade - 
    Dick & Jane
    No library
    2nd grade library once a week
    Problem escalated as we moved toward intermediate grades 
    My students 
    Library every day
    Self-select books in classrooms
    kids need to know how to choose at the library, book store, on the computer 
  • Develop 
    reader voice
    love of reading
    Books choice isn't about levels
    Why not just GR books?
    (ck new core)
    I don't read levels.  I probably wouldn't be allowed to read most books I read.
    Book choice isn't about me choosing books for students
    It's about helping students learn to make choices
    Curricular Ties 
    We have to honor and trust children.  
  • Ways instruction supports:
    Focus Lessons (all kinds)
    Frequent Read Aloud
    Shared Reading
  • Focus Lessons that support living a reading life
    All lessons (comp, sustaining, procedures) move readers toward independence
    Defining Easy, JR, Ch
    Talk about Amanda's comment 
    This is beginning ---
    conversation changes
  • 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's Workshop
    As they come in from lunch
  • Classroom library needs:
    Sorted to help readers
    Books at a variety of levels
    Display to capture attention
    Frequent change
    Books after I've read aloud students can take home and read
    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
  • Reading Bags 
  • Probably Need Different Ending
    Common reasons teachers are hesitant to let children choose:
    What about when students don't make "right" 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?
  • Picture Book Possibilities

    1. 1. Picture Book Possibilities: Using Literature to Collaborate with Learners Ann Marie Corgill amliteracylearninglog.blogspot.com Twitter @acorgill Katie DiCesare creativeliteracy.blogspot.com Twitter @katiedicesare Cathy Mere reflectandrefine.blogspot.com Twitter @justwonderinY Kathy Collins Twitter @kathycollins15
    2. 2. Re-Energizing Shared Reading with Picture Books Katie DiCesare
    3. 3. Shari Frost
    4. 4. Shared Reading + Great Picture Books = Kids loving to read!
    5. 5. Features of text that support shared reading (Parkes, 2000) Stories that: 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. 6. What are some picture books kids love to read over and over again? What are the possibilities for these loved books?
    7. 7. Pete the Cat by Eric Litwin
    8. 8. Make memorable text accessible in the classroom.
    9. 9. Adapt the text for creating and reading opportunities.
    10. 10. Reread and study accessible text.
    11. 11. Provide opportunities to practice piecing words back and retelling.
    12. 12. Make kids excitement for reading accessible at home.
    13. 13. Monkey and Me by Emily Gravett
    14. 14. amazon.com copyrighted text Opportunities for predicting
    15. 15. Act it out
    16. 16. Other possible shared texts by Gravett
    17. 17. Who Ate All the Cookie Dough? by Karen Beaumont
    18. 18. Adapt text : name learning/ highlight words studied
    19. 19. Integrate word learning using memorable/rhyming text
    20. 20. I Can Help by David Costello
    21. 21. Integrate discussion about theme & classroom library
    22. 22. Connect word practice with shared texts
    23. 23. I am the King by Leo Timmers
    24. 24. Hello Day! by Anita Lobel
    25. 25. Dinosaur Vs. Bedtime by Bob Shea
    26. 26. Shared texts scaffold and support kids fluency practice.
    27. 27. Integrate technology : record student interpretations of shared text
    28. 28. Link Share
    29. 29. Where is the Green Sheep? by Mem Fox
    30. 30. Use shared texts in writing study
    31. 31. Let shared texts inspire ideas for writers...
    32. 32. 1. Enjoy We send messages to our students as we share books together...
    33. 33. 2. Collaborate Collaborate.2. Collaborate
    34. 34. 3. Identify and Independence
    35. 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 teaching/thinking opportunities Read Again Independently
    36. 36. 5. Notice more, experience more, understand and THINK
    37. 37. The Power and Pleasure of Wordless Picture Books
    38. 38. Wordless Picture Books • The Great Equalizer • Language Opportunities • Comprehension Spotlight • Joy Joy Joy
    39. 39. Hard-Core Reading Work • fluency • making meaning • activating schema • connecting • envisioning • predicting • inferring • determining importance • synthesizing • summarizing • interpreting • critiquing • character work • story elements
    40. 40. Wordless Picture Books • Drama Scenes • Partner Play • Celebrations
    41. 41. Work and Play in WPB • How do we read books without words? • How do we read wordless picture books with friends? • How do we talk about and play with our wordless picture books?
    42. 42. Teacher Support • Model a book tour • Reread narrating the story • Reread acting out the story • Reread to study an aspect of the story
    43. 43. Picture Books for Independence A Community of Readers Cathy Mere
    44. 44. Then and Now
    45. 45. Power of Choice Rights of Every Reader • To choose their own books • To talk with a friend about a book • To laugh over books • Too spend too much time in a series • To enjoy bad writing • To see others read and hear about their decisions • To find their own reading voice
    46. 46. Helping Students Choose: Teaching Balance Focus Lessons • Teach for procedures • Teach comprehension strategies • Teach strategies for sustaining reading • Supporting students as they learn to live the life of a reader.
    47. 47. Supporting Independence: Focus Lesson • Knowing yourself as a reader • Book choice • Talking about books with friends • Reading purposes (reading choices) • Characteristics of books (genres, characters, etc.)
    48. 48. Helping Students Choose: Defining Easy, Just Right, Challenging
    49. 49. Helping Students Choose: Reasons to Read
    50. 50. Supporting Independence:
    51. 51. Supporting Independence: Time to Read
    52. 52. Supporting Independence: Time to Talk
    53. 53. Supporting Independence: Honoring Voice
    54. 54. Picture Books for Independence: Supporting Choice in the Classroom Library
    55. 55. Picture Book Characteristics that Support Independence Format Repetition
    56. 56. Picture Book Characters that Support Independence Picture Support Appeal to Students Familiarity to Students Story Structure
    57. 57. Picture Books for Independence: How Authors Help
    58. 58. Parents & Book Choice
    59. 59. Power of Picture Books
    60. 60. Picture Books: Catalysts for Academic and Social Growth in Primary and Middle Grades Ann Marie Corgill-Ingram amliteracylearninglog.blogspot.com annmariecorgill@mac.com NCTE 2010
    61. 61. WHY 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 people
    62. 62. WHY are picture books important for teaching all students? • They’re non-threatening. • They’re visually appealing. • They’re a catalyst for academic AND social/emotional growth.
    63. 63. HOW do I use picture books to “grow” both academic and social/emotional learners? • By using them to teach, support, and encourage meaningful TALK among students
    64. 64. HOW do students learn how to talk about these picture books? • Students need to see the purpose of meaningful talk • Intentional teaching
    65. 65. WHAT kinds of talk do picture books encourage? • Talk to make meaning of the text • Talk to explore writing craft and author techniques • Talk to make sense of world issues • Talk to understand themselves and others
    66. 66. SO WHAT? So Why Is This Important for All Students? • Identity • Inquiry • Interaction