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Using Picture Books to Increase Content Area Literacy

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by

Colleen Quigley

on 13 September 2012

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Transcript of Using Picture Books to Increase Content Area Literacy

Using Picture Books to Increase Content Area Literacy Why picture books? -“children who become expert readers of picture books move between levels of communication – between conventional and iconic signs (Roser, 2012, p. 406)” They're short but in-depth. They're visually appealing. They get kids interested. They're often funny! The research proves they're good for the kids! -“children’s talk about text related to content areas has been shown to result in deeper understanding of content, higher level thinking, and improved communication skills”(Albright, 2002, p. 419) -“picture books can be used to teach children to infer, hypothesize, question, identify, explain, and compare” (Gwekwerere & Buley, 2011, p. 36) Other benefits -Students learn the most through integration, links to Common Core
-Builds common class knowledge
-Pictures make content more accessible to all learners, especially students with special needs or ELL's Visual Literacy The thought processes behind illustrations are usually complex.
size
color
shape
line
type of media
style As a teacher, we can guide our students to examine these complex processes... If a student says that an illustration looks scary, you can further question or direct him/her to look at the dark colors or jagged lines. This is teaching our students the vocabulary to analyze illustrations and the process of understanding an image. text-to-text connections
inferences
visualizing
main ideas
questioning You can use many reading comprehension strategies with pictures! Ways to Use Picture Books in Your Classroom Pair a fiction picture book with a non-fiction picture book. Choose either a fiction or a non-fiction picture book. Planning 3 Steps to Using a Picture Book Preparing Producing choose the book based on
the quality of literature
the accuracy
the relevance to topics being studied
interest to students
interest to teacher
high level vocabulary Planning create a routine of when you'll read picture books
explain what you're doing and what you will discuss afterwards
ask starter questions
What can you tell me about ...?
Has anyone ever...? Tell us about it.
Why might we want to read this book? Preparing read the picture book and ask questions throughout
clarify important vocabulary
ask questions after
Does this remind you of anything we've discussed in class?
Why do you think that happened the way it did?
What do you think they said/did that?
What do you notice in this illustration?
Do you think that is important? Why?
allow students to discuss amongst themselves
they'll be able to negotiate meaning, challenge one another, and answer each other's questions Producing Have your students write and illustrate a picture book about a topic Other ideas Write a picture book and have your students help you illustrate it If you have a self-contained classroom, use the picture book in a center for students to re-read or complete an extension activity Albright, L. K. (2002). Bringing the Ice Maiden to life: Engaging adolescents in learning through picture book read-alouds in content areas. Journal of Adolescent and Adult Literacy, 45 (5), 418-428.

Gwekwerere, Y., Buley, J. (2011). Making the invisible visible: Engaging elementary preservice teachers in science and literacy connections. Teaching Science, 57 (2), 36-41.

Meyers, J., Gray, L. (2012, August). Picture Books for Science Literacy. J. Marvel-Gillono. (School Programs Coordinator), Chicago Zoological Society. Brookfield Zoo. Chicago, IL.

O’Neil, K. E. (2011). Reading Pictures: Developing Visual Literacy for Greater Comprehension. The Reading Teacher, 65 (3), 214-223.

Roser, N. (2012). Looking, Thinking, Talking, Reading, Writing, Playing…Images. Language Arts, 89 (6), 405-413.
References
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