Using Picture Books in the Secondary Classroom

http://sites.google.com/site/carmynatcommunity/

cjuntunen@gfschools.org

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.

NostalgiaComfort

http://www.mywaybackmachine.blogspot.com

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:

PleasurePicture 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.

Read Aloud to Students•Students enjoy being read to at any age.

•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

WW II concepts--

•The Holocaust

•Japanese Internment

•Bombing of Hiroshima

Example:

Frontloading

Language Arts Example:

Writing -- Comparison/Contrast paper

•Fairy tale versions from different cultures

Literature/Writing -- Poetry

•Picture books are a great way to get started with poetry anthologies

Genre StudyIt’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 ConnectionsMany 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

WritingMentor Texts – •Looking at the language and craft of writing and using it as a guide

•Using the format or style of book as a jumping off point [examples: Stringbean’s Trip to the Shining Sea by Vera Williams, Diary of a Worm by Doreen Cronin, The Jolly Postman by Allen Ahlberg]

As Writing Prompts –•To inspire fiction – [example: The Mysteries of Harris Burdick by Chris Van Allsburg

•Extending the story

•Adding a scene

•Writing about a personal connection to a story

•Writing to apply, analyze, synthesize knowledge learned in class and reinforced with a picture book

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:

DifferentiationIf 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 GuthrieSubject areas: Music, Literature, Social Studies

Picture Book IllustrationsStudents 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

ScienceMath

Music

Foreign Language

ReadingCareers

Health

Physical Education

Film StudyFor 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 Projecthttp://www.rrvwp.und.edu/

Summer Institute 2010 for TeachersJune 14--July 9, 2010Fargo, 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 ProjectGrand Forks Opportunities This Summer

Barry Lane BlitzJuly 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: $50.00Register online at www.educators.und.edu/summer.No additional fees or registration required.