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Teaching Literacy through Historical Children’s Books
Teaching Literacy through Historical Children’s Books
Presented byChristy G. Keeler, Ph.D.
Presented byChristy G. Keeler, Ph.D.
Presented by Christy G. Keeler, Ph.D.
Complete a “K-W-L” on Literacy Integration
Complete a “K-W-L” on Literacy Integration
Literacy IntegrationWhat I Know What I Want to Know What I Learned
Presented by Christy G. Keeler, Ph.D.
AgendaAgenda• Introduction
• Lecture: “Teaching Reading through Historical Picture Books”
• Break
• Lecture: “Teaching Writing through Historical Children’s Books”
Teaching Reading through Historical Children’s BooksTeaching Reading through Historical Children’s Books
Presented by Christy G. Keeler, Ph.D.
Reading Reading
“An instance of reading affords the opportunity to learn reading, to learn about
reading, and to learn through reading.”-Jerome Harst
“An instance of reading affords the opportunity to learn reading, to learn about
reading, and to learn through reading.”-Jerome Harst
Presented by Christy G. Keeler, Ph.D.
Thinking about Integrating Literacy InstructionThinking about Integrating Literacy Instruction
• Always teach literacy skills• Always use cross-curricular standards-
based objectives tied• Seek active, reflective readers• Use high-interest content• Teach genre• Teach literacy before, during, and after
reading
Presented by Christy G. Keeler, Ph.D.
Pre-ReadingPre-Reading• Have a purpose
• Prepare to read– Predict– Gather data– Confirm/dispel predictions
• Access prior knowledge (e.g., brainstorming, K-W-L)
Presented by Christy G. Keeler, Ph.D.
Pre-Reading Example: ImagesPre-Reading Example: Images
• View primary source images or images from the book
• Teacher-guided knowledge construction
Presented by Christy G. Keeler, Ph.D.
Pre-Reading Example: ImagesPre-Reading Example: Images
Presented by Christy G. Keeler, Ph.D.
Pre-Reading Example: VocabularyPre-Reading Example: Vocabulary
• Use direct instruction• Use note cards
– Write vocabulary words on board– Students write words on note cards– Students predict definitions– As students identify words in context, they
write the correct definition and draw a picture
Presented by Christy G. Keeler, Ph.D.
During ReadingDuring Reading• Read silently and aloud• Seek
– Important ideas– Clarification
• Teach– Note-taking– Questioning– Graphic organizers
Presented by Christy G. Keeler, Ph.D.
Character
Acts:1. _________2. _________ 3. _________4. _________
Looks:1. _________2. _________ 3. _________4. _________
Feels:1. _________2. _________ 3. _________4. _________
Says:1. _________2. _________ 3. _________4. _________
Presented by Christy G. Keeler, Ph.D.
EventWho How
When
Where Why
Significance
Presented by Christy G. Keeler, Ph.D.
Chores
Pa Ma Laura
Presented by Christy G. Keeler, Ph.D.
Biographies Attribute Web
Importance Behaviors Fears
Appearance FeelingsFeelings toward
Him/Her
Person’s Name
Presented by Christy G. Keeler, Ph.D.
Con
Pro
Fir
st C
ho
ice
Con
Pro
Con
Pro
Sec
on
d C
ho
ice
Th
ird
Ch
oic
e
Presented by Christy G. Keeler, Ph.D.
OutcomesOutcomes
Needs/Goals
Interactions
Interactive Frame
Corps of Discovery
Needs/Goals
Native Americans
Presented by Christy G. Keeler, Ph.D.
During Reading Example: ActivitiesDuring Reading Example: ActivitiesModified from Colonial Williamsburg materials
• Use “Then and Now” T-charts– Children’s jobs/manners/play– Common foods
• Character journals
• Character cut-outs
Presented by Christy G. Keeler, Ph.D.
Presented by Christy G. Keeler, Ph.D.
Presented by Christy G. Keeler, Ph.D.
After ReadingAfter Reading
• Small group discussion first– Discuss notes, questions, quotes– Revisit predictions
• Student control in whole group discussion
• Assess– Cross-curricular skills and objectives– Use alternative assessment methods
Presented by Christy G. Keeler, Ph.D.
After Reading Example: Assessment OptionsAfter Reading Example: Assessment Options
• New lyrics for a well-known song
• Skits/Role-plays/Re-enactments
• Living Tableaus• Historical freeze frames• Illustrated timeline• Posters, murals, pictures• Annotated maps• Student written tests
• Collaborative Tests• Diary entries• Lists of important events• Charts/Graphic
organizers• Newspaper articles• Retell booklets• “What if…?” paragraphs• Bulletin board displays• Recycle stories from
pattern books
Modified from Colonial Williamsburg materials
Presented by Christy G. Keeler, Ph.D.
BreakBreakElementary:
Complete a one minute quickwrite in the “L” column of the “K-W-L”
Secondary: Make a senses journal
I Live in San Francisco in 1853…
I see I hear I taste I feel I smell I think
Teaching Writing through Historical Children’s BooksTeaching Writing through
Historical Children’s Books
Presented by Christy G. Keeler, Ph.D.
Presented by Christy G. Keeler, Ph.D.
WritingWriting
Writing is a fundamental intellectual activity.Writing helps you learn content.
Writing clarifies content understanding.
-Steffens and Dickerson
Writing is a fundamental intellectual activity.Writing helps you learn content.
Writing clarifies content understanding.
-Steffens and Dickerson
Presented by Christy G. Keeler, Ph.D.
Building Writing SkillsBuilding Writing Skills• Write often
• It is not necessary to write lengthy passages – Consider quickwrites
• Make writing a process
Presented by Christy G. Keeler, Ph.D.
Writing Example: SummariesWriting Example: Summaries
• Prepare daily summaries
• Share summaries in pairs
• Check summaries for comprehension
• Share quality summaries as advance organizers
Presented by Christy G. Keeler, Ph.D.
Writing Example: Journal Entry TypesWriting Example: Journal Entry Types
• Observation• Speculation• Questions• Awareness• Connections• Information• Synthesis
• Dialog with historical people or the teacher
• Revisit previous entries
• Problem posing or solving
From Toby Fulwiler
Presented by Christy G. Keeler, Ph.D.
Writing Example: News MagazinesWriting Example: News Magazines
• Collaboratively create a news magazine• Each student is a feature editor
– Feature editor– Sports editor– Food and beverage editor– Lifestyles editor
• Use primary source quotes, pictures, drawings, and self-written text
Presented by Christy G. Keeler, Ph.D.
Writing Example: Commemorative Stamp AlbumWriting Example: Commemorative Stamp Album
• Design 5 event stamps• Write about each stamp
– Letter written by an event participant– Diary entry of event participant– Article from a period newspaper– Report of facts– Leaflet/Flyer distributed at event– Narrative with dialog– Song memorializing the event– Poem (e.g., diamante)
Modified from Colonial Williamsburg materials
Presented by Christy G. Keeler, Ph.D.
Writing Example: Bio-PoemsWriting Example: Bio-Poems
Line 1 — First nameLine 2 — Four adjectives describing him/herLine 3 — Who loved… (things, people, ideas)Line 4 — Who wanted… (things or ideas)Line 5 — Who is famous for… (things or ideas)Line 6 — Who would never…Line 7 — But who always…Line 8 — Who said… (direct quote)Line 9 — Four new adjectives describing him/herLine 10 — Last name
From Colonial Williamsburg materials
Presented by Christy G. Keeler, Ph.D.
Biography Board
Illustration Timeline
Focus Question
Person’s Name
Illustration
Caption
Student Name
Quotes
Presented by Christy G. Keeler, Ph.D.
Full Research Projects
(“How much do I have to write?”)
Full Research Projects
(“How much do I have to write?”)
Presented by Christy G. Keeler, Ph.D.
Why teach research at the intermediate level?Why teach research at the intermediate level?
• Teach literacy skills (e.g., increased vocabulary)
• History Day
• Build self-esteem
• Cultivate good habits
Presented by Christy G. Keeler, Ph.D.
Student MotivationStudent Motivation• Use
– Bright red pocket folders– Large data pages– Three highlighters for identifying details
• Yellow: Early Life• Pink: Young Adulthood• Green: Adulthood
• Provide– Collection of picture books– Refreshments– Examples of previous student work– Visits from former students/History Day winners
Based on the work of Delise Sanders and Nancy Polette
Presented by Christy G. Keeler, Ph.D.
Project ComponentsProject Components
• Essay
• CD Cover
• Display (e.g., movie, tri-fold poster)– Include 5-8 primary sources– Presentation in costume
Based on the work of Delise Sanders and Nancy Polette
Presented by Christy G. Keeler, Ph.D.
Suggestions for SuccessSuggestions for Success• Public library field trip• Parental buy-in• Prepare a calendar/checklist • Offer links to resources
– Identify credible and reliable sources– Link to primary sources/artifacts
• State archives
• National Archives
• National Historical Parks and Sites
– Visit grave sites/markers (http://FindAGrave.com)
Based on the work of Delise Sanders and Nancy Polette
Presented by Christy G. Keeler, Ph.D.
Alternative IdeasAlternative Ideas• Butcher paper research papers• Prepare papers in teams• Scripted stories
“On the Line”“On the Line”
Presented by Christy G. Keeler, Ph.D.
Teacher’s GuideSamples
Teacher’s GuideSamples
Presented by Christy G. Keeler, Ph.D.
Exploration Books
Teaching Literacy through Historical Children’s BooksTeaching Literacy through Historical Children’s Books
Dr. Christy Keeler(702) 577-2331
christy@keelers.comhttp://christykeeler.com
Dr. Christy Keeler(702) 577-2331
christy@keelers.comhttp://christykeeler.com
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