exploring stories 2

8/9/2019 Exploring Stories 2

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Exploring and exploiting

stories in the primaryESL classroom

* Picture Books* Wordless picture books* Non-fction


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Picture book

A picture book is a book in which the illustrationsare as important as the words in telling the story.

In picture books, there are illustrations on everypage or on one of every pair of facing pages.

While most picture books are written for youngerchildren, in recent years, a number of excellentpicture books for upper elementary and middleschool readers have been published.

The terms "picture book biography" and "picturebook history" refer to nonction books written andillustrated in picture book format.

DEFINITION


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Picture book

A picture book is a story told in words andpictures. Each makes an important contributionto the way the story is told, the meaning created.

A picture is not the same as an illustrated story:there the words alone could tell the story and theillustrations simply break up the words ordecorate the text...In the best picture books, theillustrations are absolutely necessary. They carryparts of the story or narrative and in some casesthe language is dropped and the pictures aloneare all that is needed.

Another Perception


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Types o picture books Picture books ! In its broadest denition, a

picture book is a book in which the illustrationsplay a signicant role in telling the story. nderthis umbrella are several types of books#

$. Baby Books ! %or infants & young toddlers,these books are generally lullabies, nursery

rhymes, nger plays, or wordless books. Thelength and format varies with the content.

'. Toddler books ! (ery simple stories for ages $!), familiar to a child*s everyday life, or concept

books +teaching colors, numbers, shapes, etc.-ooks are short & format can be board books, pop!ups, lift!the aps sometimes known as

)/ books or novelty books +books that make

sounds, have di0erent textures, etc.


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!" Picture books 1 2lots are simple +no sub!plots or

complicated twists with one main characterwho embodies the child*s emotions,concerns and viewpoint. The illustrations+on every page or every other page play as

great a role as the text in telling the story. #" Early picture books ! A term for picture

books geared toward the lower end of the3!4 age range. These stories are simple andcontain under $555 words.


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*E$sy re$ders 1 Also called "easy!to!read", these books are

for children 6ust starting to read on theirown +age 7!4.

They have color illustrations on every pagelike a picture book, but the format is more

"grown!up" ! smaller trim si8e, sometimesbroken into short chapters.

The stories are told mainly through actionand dialogue, in grammatically simple

sentences +one idea per sentence.


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9 Tr$nsition books 1 :ometimes called "early chapter books" for

ages 7!;, they bridge the gap between easyreaders and chapter books. Written like easyreaders in style, transition books are longer,books have a smaller trim si8e with black!and!white illustrations every few pages.

9 %h$pter books 1 %or ages

:tories are meatier than transition books,

though still contain a lot of action. Thesentences can be a bit more complex, butparagraphs are still short .=hapters often endin the middle of a scene to keep the readerturning the pages.


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9 &iddle 'r$de 1

This is the golden age of reading for manychildren, ages 4!$', stories more complex+sub!plots involving secondary characters arewoven through the story & themes moresophisticated.

>ids get hooked on characters at this age,which explains the popularity of series with '5or more books involving the same cast. %ictiongenres range from contemporary to historicalto science ction?fantasy@ nonction includesbiographies, science, history and multiculturaltopics.


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9(oun' $dult 1 %or ages $' & up, plots can be complex with

several ma6or characters, though one charactershould emerge as the focus of the book. Themesshould be relevant to the problems and strugglesof today*s teenagers, regardless of the genre.

A new age category +$5!$3 is emerging,especially with young adult nonction. Thesebooks are slightly shorter than the $' and upcategory, and topics +both ction and nonctionare appropriate for children who have outgrown

middle grade but aren*t yet ready for the themes+ction or who aren*t studying the sub6ects+nonction of high school readers.


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-enets ? xplanation Anyone with an interest in children*s literature

will be aware that picture books are no longeronly the domain of the very young.

These contemporary picture books have becomemore sophisticated, encourage multiple readingsand often deal with controversial or complexissues relevant to mature readers.

2icture books, therefore, are especially useful topromote the core values that underpin thecurriculum and to generate thoughtful debate

on a range of issues.They also provide ideal material to develop

students* visual literacy helping them to achievegood outcomes


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%rom arly Adolescence onwards students areo0ered texts of increasing sophistication andencouraged to read and view actively.

They learn how to read and view with greaterdiscernment.

%or example they# explore and discuss texts at a number of levels@ identify target audiences@ discuss alternative

interpretations of a text@

come to understand that texts can comment onand reect society@


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make moral, psychological andphilosophical generali8ations about human

behavior based on texts@ identify the use and function of gurative

language@ and identify ways in which text structure can

inuence a reader*s reactions.

2icture books can be successfully exploited

to help students develop these skills andunderstandings.


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Defnition W2- are books with only pictures and

without any or very minimal words.

W2- serve as the initial step towards realreading. Their stories are told entirely through aseBuence of illustrations. As children follow thepictures, they verbali8e the action in their ownwords, a process that builds vocabulary &

comprehension skills. =hildren may interpret thestories in their own way, and in the process, learnthat stories have a beginning, middle, and anending.

Wordless Picture Books )WPB


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Wordless picture books can be used todevelop language and thinking skills in young

children. Wordless picture books are useful inmany ways, including getting childrenaccustomed to left!to!right pattern of reading.Core importantly, these books can enhance

the following thinking skills# /etecting seBuence Identifying details Doting cause and e0ect relationships

Caking 6udgments /etermining main ideas Caking inferences


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Introducing Wordless 2icture -ooks#

$ Introduce them as books with no words.

' :elect a book to model. -egin with a picturewalk. 2oint out details and unfamiliar ob6ects.

Ask Buestions about the pictures. +related tothe setting, tone, di0erences between current& previous pictures, etc.

) /emonstrate to children how stories arecreated using the illustrations on the page. /oa think aloud. Codel the process from what isseen in the pictures.


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3 :tart with the rst page and have thechildren tell the story one page at a time.

E Write down children*s comments about thepictures.

7 Fead the story created by the childrenback to them. Ask the children if they want tomake any changes.


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Wh$t $re the benefts o +ordless picture books,

$ They develop a child*s oral language. Wordless

picture books allow children to create stories usingexperiences, prior knowledge, and their understandingof the events in each illustration.

' :ince there are no words on the page to dene, limit,or prescribe a story@ each child can create his or herown story. This allows the child to include his or her ownculture, values, and understanding within the story.

) =onnections made by the student to the story willallow for comprehension and oral languagedevelopment as they communicate both the story andthe meaning to others.


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3 It helps children develop a knowledge of

story structure. =hildren who tell storiesusing wordless picture books demonstratean understanding that stories must have abeginning, middle, and an end.

E It also shows a student*s ability tocorrectly handle a book, read left to right,demonstrate their understanding of what

should be included in a good story, and inwhat order the story should be told.


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7 When reading wordless picture books, childrenare able to describe and develop characters for their

story. Hounger children may only give a character*sname, while children with more literacy experiencemay choose to include descriptive details ofdi0erent characters.


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/enition Non-fction is the form of any narrative,

account, or other communicative workwhose assertions and descriptions areunderstood to be factual.

Feporting the beliefs of others in a non!ction format is not necessarily anendorsement of the ultimate veracity of

those beliefs, it is simply saying it is truethat people believe them +for such topics asmythology, religion.

Non-Fiction Books


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Almanac ? -ook report Autobiography ? -iography /iary ? /ictionary Donction lms+e.g. documentaries

ncyclopedia uides and manuals Gandbook ?Journal ? Cemoir Gistory ?Datural history 2hilosophy ? Fesearch paper :cience book? :cientic paperTextbook ?Travelogue

o.e types o non-fction
http://en.wikipedia.org/wiki/Almanachttp://en.wikipedia.org/wiki/Book_reporthttp://en.wikipedia.org/wiki/Autobiographyhttp://en.wikipedia.org/wiki/Biographyhttp://en.wikipedia.org/wiki/Diaryhttp://en.wikipedia.org/wiki/Dictionaryhttp://en.wikipedia.org/wiki/Nonfiction_filmshttp://en.wikipedia.org/wiki/Documentarieshttp://en.wikipedia.org/wiki/Encyclopediahttp://en.wikipedia.org/wiki/User_guidehttp://en.wikipedia.org/wiki/Handbookhttp://en.wikipedia.org/wiki/Journal_(disambiguation)http://en.wikipedia.org/wiki/Memoirhttp://en.wikipedia.org/wiki/Natural_historyhttp://en.wikipedia.org/wiki/Philosophyhttp://en.wikipedia.org/wiki/Research_paperhttp://en.wikipedia.org/wiki/Science_bookhttp://en.wikipedia.org/wiki/Scientific_paperhttp://en.wikipedia.org/wiki/Textbookhttp://en.wikipedia.org/wiki/Travel_literaturehttp://en.wikipedia.org/wiki/Travel_literaturehttp://en.wikipedia.org/wiki/Textbookhttp://en.wikipedia.org/wiki/Scientific_paperhttp://en.wikipedia.org/wiki/Science_bookhttp://en.wikipedia.org/wiki/Research_paperhttp://en.wikipedia.org/wiki/Philosophyhttp://en.wikipedia.org/wiki/Natural_historyhttp://en.wikipedia.org/wiki/Memoirhttp://en.wikipedia.org/wiki/Journal_(disambiguation)http://en.wikipedia.org/wiki/Handbookhttp://en.wikipedia.org/wiki/User_guidehttp://en.wikipedia.org/wiki/Encyclopediahttp://en.wikipedia.org/wiki/Documentarieshttp://en.wikipedia.org/wiki/Nonfiction_filmshttp://en.wikipedia.org/wiki/Dictionaryhttp://en.wikipedia.org/wiki/Diaryhttp://en.wikipedia.org/wiki/Biographyhttp://en.wikipedia.org/wiki/Autobiographyhttp://en.wikipedia.org/wiki/Book_reporthttp://en.wikipedia.org/wiki/Almanac


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In school we notice that children very often

gravitate towards informational texts whenchoosing a book to read. Feading non!ctionhas many benets for children of all ages. Itallows children to explore areas of particular

interest and nurtures their natural curiosityabout the world.

The non!ction format provides a variety ofways to enter the text and gain information.

In addition to reading, students can examinethe pictures, captions, diagrams and labels,maps, titles and headings, timelines, etc.

/e$din' Non fction


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Gowever, even if all of the graphics support the text,the actual reading of informational books can be morediKcult because of the potentially challenging or

unfamiliar vocabulary, concepts, and lack of repetition.ach sentence may contain vocabulary and informationthat is new to the child.

In addition to reading informational textsindependently, children benet greatly from havingthose texts read to them. 2arents can have en6oyableopportunities to talk with their child, answer Buestions,as well as provide a building block for success in

school. The more familiar children are with thelanguage, format and content of informational texts,the better prepared they will be for classroom work in avariety of areas.


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Fiction! -ooks that are made up by the author, or are nottrue, are fction.

Nonfction! is the opposite of fction -ooks that are nonfction, or true, are about real things,

people, events, and places. It is written works intended to give facts, or true accounts of

real things and events. Mften used attributively.

Well, here*s another way to remember it#

(ou c$n only s$y no once"

%iction N not true Nonction N true

Fiction or non-fction


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In a group of )!3, create your own wordlesspicture book.

:how your w?picture book to the others

and listen to their version of the stories.

/o the stories di0er for each groupsOWhy does this happenO

/iscuss your ndings in your class

Tutori$l T$sks


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http122+++"ic$nte$ch.ychild"co.234552462hidden-7$lue-o-+ordless-books2

http#??www.slideshare.net?townkindergarten?you!can!read!wordless!picture!books!in!kindergarten

http#??www.lfpl.org?kids?kids!booklist!Wordless2icture-ooks.htm http#??www.childrens!books!and!reading.com?wordless!picture!boo

ks.html

http#??en.wikipedia.org?wiki?Don!ction http#??www.education.com?reference?article?reasons!teaching!nonf

iction?OpageN' http#??teacher.scholastic.com?products?classmags?les?DellPdukeP

Cay53.pdf http#??lifedev.net?'55;?57?reading!makes!you!better? http#??www.helium.com?items?$E54547!compare!nonction!and!c

tion!books http#??nasavo.com?the!most!important!benets!of!reading!ction!a

nd!non!ction?

/eerences 8 For Addition$l /e$din'
http://www.icanteachmychild.com/2011/05/hidden-value-of-wordless-books/http://www.icanteachmychild.com/2011/05/hidden-value-of-wordless-books/http://www.slideshare.net/townkindergarten/you-can-read-wordless-picture-books-in-kindergartenhttp://www.slideshare.net/townkindergarten/you-can-read-wordless-picture-books-in-kindergartenhttp://www.lfpl.org/kids/kids-booklist-WordlessPictureBooks.htmhttp://www.childrens-books-and-reading.com/wordless-picture-books.htmlhttp://www.childrens-books-and-reading.com/wordless-picture-books.htmlhttp://en.wikipedia.org/wiki/Non-fictionhttp://www.education.com/reference/article/reasons-teaching-nonfiction/?page=2http://www.education.com/reference/article/reasons-teaching-nonfiction/?page=2http://teacher.scholastic.com/products/classmags/files/Nell_duke_May04.pdfhttp://teacher.scholastic.com/products/classmags/files/Nell_duke_May04.pdfhttp://lifedev.net/2009/06/reading-makes-you-better/http://www.helium.com/items/1508086-compare-nonfiction-and-fiction-bookshttp://www.helium.com/items/1508086-compare-nonfiction-and-fiction-bookshttp://nasavo.com/the-most-important-benefits-of-reading-fiction-and-non-fiction/http://nasavo.com/the-most-important-benefits-of-reading-fiction-and-non-fiction/http://nasavo.com/the-most-important-benefits-of-reading-fiction-and-non-fiction/http://nasavo.com/the-most-important-benefits-of-reading-fiction-and-non-fiction/http://www.helium.com/items/1508086-compare-nonfiction-and-fiction-bookshttp://www.helium.com/items/1508086-compare-nonfiction-and-fiction-bookshttp://lifedev.net/2009/06/reading-makes-you-better/http://teacher.scholastic.com/products/classmags/files/Nell_duke_May04.pdfhttp://teacher.scholastic.com/products/classmags/files/Nell_duke_May04.pdfhttp://www.education.com/reference/article/reasons-teaching-nonfiction/?page=2http://www.education.com/reference/article/reasons-teaching-nonfiction/?page=2http://en.wikipedia.org/wiki/Non-fictionhttp://www.childrens-books-and-reading.com/wordless-picture-books.htmlhttp://www.childrens-books-and-reading.com/wordless-picture-books.htmlhttp://www.lfpl.org/kids/kids-booklist-WordlessPictureBooks.htmhttp://www.slideshare.net/townkindergarten/you-can-read-wordless-picture-books-in-kindergartenhttp://www.slideshare.net/townkindergarten/you-can-read-wordless-picture-books-in-kindergartenhttp://www.icanteachmychild.com/2011/05/hidden-value-of-wordless-books/http://www.icanteachmychild.com/2011/05/hidden-value-of-wordless-books/


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Fead Teaching language arts:a studentcentred classroom by =arole =ox, =hapter ;

Fead# Essentials of !hildren"s #iterature by Qynch!

-rown & Tomlinson. =hapters 3,E, & ;

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