They can be microcosmic examples of a broader genre or story pattern. Picture books often contain plot and text elements that are included in longer, more complex stories. " Never Too Old: Embracing Picture Books To Teach Older Students"(photo credit to IS 289 Middle School)." Using Picture Books to Practice Literacy Skills" from the Teaching Channel.Project and play these so that the whole class can see the picture book illustrations and you can easily pause to narrate your thoughts. *Pro-tip for a big class: you can find great recordings of read alouds on YouTube. I read the book aloud with the whole class and showed them how to use a STEAL chart to deduce the grandmother's character traits, and then gave groups different texts according to their reading level to practice the skill. The text never says anything explicit about the grandmother's character's personality, but her traits can be readily inferred. For example, I knew I needed to teach my sixth graders how to analyze indirect characterization in a text, so I selected the book The Last Stop on Market Street by Matt de la Pena. Then, he should choose a text that lends itself to that skill. First, a teacher should decide which reading skill he wants to convey. Like the interactive read alouds for early grades, it is important to plan ahead to be effective. One way to reach all students is to model or narrate aloud a particular reading skill with a picture book, and then split students into leveled groups and ask them to practice the skill with a text that is appropriately challenging. Read on to learn how to incorporate the magic of picture books in secondary classrooms.īy the time students reach middle school, their classes are often comprised of students with a wide range of reading levels. In Part 2 of this post, the CLE shares strategies for engaging older children with picture books. The ways by which picture books invite and support reader engagement speak to the dynamism and complexity of reading while simultaneously distilling for parents, teachers, and students the structures, dispositions, skills, and literary elements that converge in that magical moment of cracking open a book. Embedded in these gifts, though, was also a lesson about the act of reading itself. Years after my father read to me before bed (see Part 1 of the blog), I am more clearly able to see that my dad, through picture books, was sharing with me the gift of time, attention, and story. Picture books' tactlessness, their glossy covers, and bright pictures beg to be opened, to be read, but also to be experienced. Whether you are a parent reading at home with your young child or a teacher trying to engage a 12th-grade class, picture books matter.
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