Teaching with Picture Books

1. Teaching with Picture Books 53rd IRA Convention May 6, 2008 Theresa Fletcher

2. --Donald M. Murray, Read to Write THE AUTHORING CONNECTION When you play basketball you watch a game with a different understanding than those who do not play. You see the players move when they do not have the ball, appreciate the fake and the pass as much as the basket, scorn the flashy shot that looks difficult but is really easy, and appreciate the shot that looks easy but is really difficult�You are a fan, screaming, groaning, part of the crowd; and you are an imaginary player, moving down the court, cutting, getting the pass, making the basket. You watch two games simultaneously: one from the stands and another from the floor. �That�s the writer�s advantage. The writer reads with an insider�s eyes� THE AUTHORING CONNECTION When you play basketball you watch a game with a different understanding than those who do not play. You see the players move when they do not have the ball, appreciate the fake and the pass as much as the basket, scorn the flashy shot that looks difficult but is really easy, and appreciate the shot that looks easy but is really difficult�You are a fan, screaming, groaning, part of the crowd; and you are an imaginary player, moving down the court, cutting, getting the pass, making the basket. You watch two games simultaneously: one from the stands and another from the floor. �That�s the writer�s advantage. The writer reads with an insider�s eyes�

3. --Katie Wood Ray, Wondrous Words Texts, texts, and more texts. Students need to be reading alongside their writing in any unit of study, and so gathering the best texts for a study is critical. Texts are selected for a unit of study on the basis of how they can help students develop the big understandings behind the study. So, depending on the focus of the study, I look for texts in different ways.

4. --Carl Anderson, How�s It Going? When we refer again and again in mini-lessons to texts we love, it�s not unusual for students to tell me � without any prompting � that the authors of those texts are their mentors. Optimally, when students describe their craft work, they all tell me which favorite text they are using as a model, what they�ve learned from studying it, and how and where they�re using what they�ve learned in their own writing.

5. Two Types of Lessons Specific � units of study where the focus is on a particular aspect : genre or author General � features of all good writing regardless of the genre

6. Reading Lessons Genre Point of view Setting Characters Plot Text structure Illustration support Narrative structure

7. Writing Lessons Craft Tools what is being said Conventions how it was said

8. Craft Tools Genre Point of view Text structures Sentence structures Figurative language

9. Text Structures Circular Chronological Flashbacks Text structures are often tied to manipulation of time. The author deliberately chooses a method or relating the story to convey the intended message in a logical manner. Understanding text structures helps students not only appreciate the author�s message and comprehend the story, but as writers, they can select the structure which will work best for them.Text structures are often tied to manipulation of time. The author deliberately chooses a method or relating the story to convey the intended message in a logical manner. Understanding text structures helps students not only appreciate the author�s message and comprehend the story, but as writers, they can select the structure which will work best for them.

10. Sentence Structures Simple � one independent clause Compound � two independent clauses joined with a conjunction Complex - a dependent clause joined to an independent clause with a comma Varying sentence structures within a text adds interest and helps the reader comprehend the story. Not all stories are written with all three kinds of sentences, but most authors will write with some variation between senenctes. Varying sentence structures within a text adds interest and helps the reader comprehend the story. Not all stories are written with all three kinds of sentences, but most authors will write with some variation between senenctes. Varying sentence structures within a text adds interest and helps the reader comprehend the story. Not all stories are written with all three kinds of sentences, but most authors will write with some variation between sentences. Varying the sentences also affects the pace of the story and can establish a mood with the reader. This is very evidient if the text is intended to be read aloud.Varying sentence structures within a text adds interest and helps the reader comprehend the story. Not all stories are written with all three kinds of sentences, but most authors will write with some variation between senenctes. Varying sentence structures within a text adds interest and helps the reader comprehend the story. Not all stories are written with all three kinds of sentences, but most authors will write with some variation between senenctes. Varying sentence structures within a text adds interest and helps the reader comprehend the story. Not all stories are written with all three kinds of sentences, but most authors will write with some variation between sentences. Varying the sentences also affects the pace of the story and can establish a mood with the reader. This is very evidient if the text is intended to be read aloud.

11. Figurative Language Metaphor Simile Alliteration Repetition Personification Figurative language allows the author to establish style and conveys voice. Some authors employ a variety of devices while other authors will often write using only a few. Some authors make dramatic statements with their use of figurative language and some authors are subtle with their use of devices.Figurative language allows the author to establish style and conveys voice. Some authors employ a variety of devices while other authors will often write using only a few. Some authors make dramatic statements with their use of figurative language and some authors are subtle with their use of devices.

12. Figurative Language Puns Idioms Dialogue (internal/external) Creative use of words (made up) Onomatopoeia

13. Conventions Punctuation Spelling Capitalization Fonts Layouts Punctuation is a very easy way for an author to establish voice if it is artfully done. Many students will experiment with punctuation since they see it done by published authors, but it is crucial for students to understand the intended use of all punctuation before they begin to play around with it. Otherwise, they will only end up confusing their readers and miss their intended purpose altogther. Using picture books as examples should be done with much emphasis on the proper role of all punctuation marks and how the author�s use affects the overall meaning of the piece.Punctuation is a very easy way for an author to establish voice if it is artfully done. Many students will experiment with punctuation since they see it done by published authors, but it is crucial for students to understand the intended use of all punctuation before they begin to play around with it. Otherwise, they will only end up confusing their readers and miss their intended purpose altogther. Using picture books as examples should be done with much emphasis on the proper role of all punctuation marks and how the author�s use affects the overall meaning of the piece.

14. --Carl Anderson, How�s It Going? �When we are successful in showing students how to learn from writing mentors, we teach students how to teach themselves. �students can continue to go to texts written by their favorite authors and learn craft lessons to help them write better.�