Teaching Literacy through Historical Children’s Books

1. Teaching Literacy through Historical Children’s Books Presented by Christy G. Keeler, Ph.D.

2. Complete a “K-W-L” on Literacy Integration

3. Agenda • Introduction • Lecture: “Teaching Reading through Historical Picture Books” • Break • Lecture: “Teaching Writing through Historical Children’s Books”

4. Teaching Reading through Historical Children’s Books

5. Reading “An instance of reading affords the opportunity to learn reading, to learn about reading, and to learn through reading.”-Jerome Harst

6. Thinking 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

7. Pre-Reading • Have a purpose • Prepare to read • Predict • Gather data • Confirm/dispel predictions • Access prior knowledge (e.g., brainstorming, K-W-L)

8. Pre-Reading Example: Images • View primary source images or images from the book • Teacher-guided knowledge construction

9. Pre-Reading Example: Images

10. Pre-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

11. During Reading • Read silently and aloud • Seek • Important ideas • Clarification • Teach • Note-taking • Questioning • Graphic organizers

12. Feels: _________ _________ _________ _________ Acts: _________ _________ _________ _________ Character Says: _________ _________ _________ _________ Looks: _________ _________ _________ _________

13. Where Why Event Who How When Significance

14. Chores Pa Ma Laura

15. Biographies Attribute Web Importance Behaviors Fears Person’s Name Appearance Feelings Feelings toward Him/Her

16. Pro First Choice Con Pro Second Choice Con Pro Third Choice Con

17. Interactive Frame Corps of Discovery Native Americans Needs/Goals Needs/Goals Interactions Outcomes Outcomes

18. During Reading Example: Activities • Use “Then and Now” T-charts • Children’s jobs/manners/play • Common foods • Character journals • Character cut-outs Modified from Colonial Williamsburg materials

21. After 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

22. After 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 Modified from Colonial Williamsburg materials • 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

23. Break Elementary: Complete a one minute quickwrite in the “L” column of the “K-W-L” Secondary: Make a senses journal

24. Teaching Writing through Historical Children’s Books Presented by Christy G. Keeler, Ph.D.

25. Writing Writing is a fundamental intellectual activity.Writing helps you learn content.Writing clarifies content understanding.-Steffens and Dickerson

26. Building Writing Skills • Write often • It is not necessary to write lengthy passages • Consider quickwrites • Make writing a process

27. Writing Example: Summaries • Prepare daily summaries • Share summaries in pairs • Check summaries for comprehension • Share quality summaries as advance organizers

28. Writing Example: Journal Entry Types • Observation • Speculation • Questions • Awareness • Connections • Information • Synthesis From Toby Fulwiler • Dialog with historical people or the teacher • Revisit previous entries • Problem posing or solving

29. Writing 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

30. Writing 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

31. Writing Example: Bio-Poems Line 1 — First name Line 2 — Four adjectives describing him/her Line 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/her Line 10 — Last name From Colonial Williamsburg materials

32. Biography Board Person’s Name Focus Question Timeline Illustration Illustration Quotes Caption Student Name

33. Full Research Projects(“How much do I have to write?”)

34. Why teach research at the intermediate level? • Teach literacy skills (e.g., increased vocabulary) • History Day • Build self-esteem • Cultivate good habits

35. Student Motivation Based on the work of Delise Sanders and Nancy Polette • 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

36. Project Components Based on the work of Delise Sanders and Nancy Polette • Essay • CD Cover • Display (e.g., movie, tri-fold poster) • Include 5-8 primary sources • Presentation in costume

37. Suggestions for Success Based on the work of Delise Sanders and Nancy Polette • 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)

38. Alternative Ideas • Butcher paper research papers • Prepare papers in teams • Scripted stories

39. “On the Line” Presented by Christy G. Keeler, Ph.D.

40. Teacher’s Guide Samples Exploration Books Presented by Christy G. Keeler, Ph.D.

41. Teaching Literacy through Historical Children’s Books Dr. Christy Keeler (702) 577-2331 christy@keelers.com http://christykeeler.com