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Re energizing shared_reading
- 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. Re-Energizing Shared Reading with Picture Books Katie DiCesare
- 3. Shari Frost
- 4. Shared Reading + Great Picture Books = Kids loving to read!
- 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. 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 retelling.
- 12. Make kids excitement for reading accessible at home.
- 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 text
- 28. Link Share
- 29. Where is the Green Sheep? by Mem Fox
- 30. Use shared texts in writing study
- 31. Let shared texts inspire ideas for writers...
- 35. 1. Enjoy We send messages to our students as we share books together...
- 36. 2. Collaborate Collaborate.2. Collaborate
- 37. 3. Identify and Independence
- 38. 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
- 39. 5. Notice more, experience more, understand and THINK
- 46. The Power and Pleasure of Wordless Picture Books
- 47. Wordless Picture Books • The Great Equalizer • Language Opportunities • Comprehension Spotlight • Joy Joy Joy
- 48. Hard-Core Reading Work • fluency • making meaning • activating schema • connecting • envisioning • predicting • inferring • determining importance • synthesizing • summarizing • interpreting • critiquing • character work • story elements
- 49. Wordless Picture Books • Drama Scenes • Partner Play • Celebrations
- 50. 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?
- 51. Teacher Support • Model a book tour • Reread narrating the story • Reread acting out the story • Reread to study an aspect of the story
- 52. Picture Books for Independence A Community of Readers Cathy Mere
- 53. Then and Now
- 54. 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
- 55. 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.
- 56. 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.)
- 57. Helping Students Choose: Defining Easy, Just Right, Challenging
- 58. Helping Students Choose: Reasons to Read
- 60. Supporting Independence: Time to Read
- 61. Supporting Independence: Time to Talk
- 63. Picture Books for Independence: Supporting Choice in the Classroom Library
- 64. Picture Book Characteristics that Support Independence Format Repetition
- 65. Picture Book Characters that Support Independence Picture Support Appeal to Students Familiarity to Students Story Structure
- 66. Picture Books for Independence: How Authors Help
- 67. Parents & Book Choice
- 68. Power of Picture Books
- 69. 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
- 72. 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
- 73. 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.
- 74. 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
- 75. HOW do students learn how to talk about these picture books? • Students need to see the purpose of meaningful talk • Intentional teaching
- 77. 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
- 78. SO WHAT? So Why Is This Important for All Students? • Identity • Inquiry • Interaction
Editor's Notes
- 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 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'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... 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 "just-right" 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'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 Purpose Selection 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
- CLASSROOM INSTRUCTION THAT SUPPORTS Defining Easy, JR, Ch Talk about Amanda'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'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'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'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?