C onstance C ain , Ed.D. Elizabeth McClure, Ed.S. Florida Literacy and Reading Excellence Center University of Central Florida, Orlando
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Constance Cain, Ed.D.C C ,Elizabeth McClure, Ed.S.
Florida Literacy and Reading Excellence Center
University of Central Florida, Orlando
Book Talks
Sample Lessons
Closing ThoughtsClosing Thoughts
•an abundance of idioms and figurative language in E li h English texts•density of unfamiliar vocabulary•use of homonyms and synonyms•use of homonyms and synonyms•grammar usage especially the “exceptions to the rules”•word order, sentence structure and syntax•difficult text structure with a topic sentence,
i d il d l isupporting details and conclusion•unfamiliarity with the connotative and denotative meanings of wordsmeanings of words
•ELLs may not have practice in expressing an bopinion about text
•use of regional U.S. dialectsf f i i i d i i i h •fear of participation and interaction with mainstream studentsstory themes and endings can be inexplicablestory themes and endings can be inexplicableliterary terms for story development are not understoodunfamiliarity with drawing conclusions, analyzing characters and predicting outcomesimagery and symbolism in text are difficult.
Is it a picture book,
i t t b ka picture storybook,
or an illustrated book?
Make connectionsMake connectionsCreate sensory imagesIdentify the text structure and genreIdentify the text structure and genreUnderstand the author’s intent/purposeDevelop a mental timeline of sequenceDevelop a mental timeline of sequenceUse background knowledgeB ild G S hBuild Group Schema
Density of text is lighter, making connections y g , geasier
“…background knowledge is the single most important factor related to a student’s ability to comprehend a particular piece of text ”to comprehend a particular piece of text.
P.D. Pearson, 1982
Modeling think aloudsModeling think‐aloudsIs an opportunity to explicitly teach a strategic
thinking activitythinking activity
Is supported through high quality Is supported through high quality picture books and includes rich vocabulary and illustrations
Picture Books can represent all genres:
Biographies, fantasy, fables, personal g p , y, , p
narrative, historical fiction, poetry…
SettingSettingCharacterizationPlot, Sequence of Events, ForeshadowingForeshadowingTheme or Main MessageWriting Style
Visual LiteracyThe The relationship
of
art through art through text…
Concepts &
Strategic Actions
Engagement &
Motivation
Concepts & Vocabulary
PICTURE
Literary Devices Background Knowledge
C UBOOKS
Visual Literacy Genres
The interactive read‐aloud levels the The interactive read aloud levels the playing field, ensuring that readers in the classroom experience rich interesting classroom experience rich, interesting texts that are age and grade appropriate, regardless of their independent or regardless of their independent or instructional reading level. All students can think and talk about the text even if can think and talk about the text even if they can’t read it for themselves.
Plan a sequence of several texts over a Plan a sequence of several texts over a few days or about a week or two so you can be thinking about how several can be thinking about how several texts are connected.Read the text for teaching pointsRead the text for teaching points.Notice dedication, verso page info,
th ill t t tauthor, illustrator, etc.Use post its to mark talking spots.
Highly intentional teachingHighly intentional teachingPlanned, with books selected and often sequenced for particular purposes.q p p pPrepared well with some learning opportunities identified before reading but pp gleaving room for surprises and spontaneous discussion.Active, eliciting response from students.Connected across instructional contexts.
Exploring Identity, Stereotyping, and DiscriminationDiscrimination
Research paper Strategies for Struggling WritersResearch paper Strategies for Struggling Writers
Postmodern Picture Books
A Picture’s Worth a Thousand Words…
American History: Reconstruction Gone yWrong
Biological/Ecology or Chemical Science: Dangers of Plastic BagsDangers of Plastic Bags
l hEnglish/Poetry: Connecting to Poetry in Our Lives
Read and Think Aloud ExperiencepCreating questions to drive thinking and exploration into the thinking and exploration into the contentWhat were the Jim Crow laws?What were the Jim Crow laws?Building background knowledge
d i l i f th ifi and visual imagery for the specific topic
Jim Crow LawsJ
Googled Power Points are valuable tools for Googled Power Points are valuable tools for building background knowledge and accessing primary information sourcesaccessing primary information sources
More background knowledge building g g gusing primary sources and digital imagesgGraphic Organizers in history to develop a frame of reference for develop a frame of reference for thinking
Wh t b id till l ft t b t What bridges are still left to be torn down?d ll hIs discrimination still happening
today?Do our behaviors contribute to more discrimination or less discrimination in American society? (Socratic Seminar)
Develop Skills toSustain LearningSustain Learning,Develop Critical Thinkers, and Produce Highly Effective Readersand Produce Highly Effective Readers
Agree DisagreeAgree Disagree
Plastics Left Holding the Bag for Environmental PlagueEnvironmental Plague
Plastic Bags are Killing Us
Photo Essay
Vocabulary: yUbiquitousPlaguePlague
Discussion Continuum.scuss o Co t uu .Build Background. Teacher Read and Think Aloud.Pose questions to focus reading attention.Students read and mark up text in pairs.p pDiscuss bias, opinions, validity of text.What was the authors purpose? How do you know? Why do we care?Debate central question from Continuum.What other questions do we need to know?
Government/History/LegislationgMath/Statistics/Purposed of math in many careersReading and Critical ThinkingPsychologyExtensions in Art/TechnologyScience/Chemistry/Biology/Anthropology/ Ecology/Culinary sciences
Read and Think Aloud to develop pinterest in poetryMaking connections with young Making connections with young adults through discussion and relevant textsrelevant textsIs Rap poetic?
IdiomsImageryRhymeRhythmSimileSymbolismWord ChoiceAlliterationOnomatopoeiaPoetry Genre
http://www.mtv.com/videos/will‐smith/10017/just‐jthe‐two‐of‐us.jhtml
Picture Book Staff Development
Generate book listsObt i i di id l titlObtain individual titlesPracticeRead AloudRead AloudFollow‐up
Don’t forget your technology resources.g y gy
Differentiate with PowerPoint or Word.
Check to see what software is available in your Check to see what software is available in your school and use it!
Florida Literacy and Reading Excellence Professional Papers: Using C Pi B k i h Ad l L & W ki i h Crossover Picture Books with Adolescent Learners & Working with English Language Learners. Orlando,Fl., UCF, 2005.
Teaching with Picture Books in the Middle School by Iris McClellan Tiedt, IRA, Fourth Printing, May 2004.
What Should I Read Aloud? By Nancy A. Anderson. IRA, 2007.
Young Adult Literature in the Classroom Reading it Teaching it Young Adult Literature in the Classroom, Reading it, Teaching it, loving it , edited by J.B. Elliott & M.M. Dupuis, IRA, Second Printing, February, 2004.
http://f lare.ucf.eduhttp://content scholastic com/browse/collateral jsp?id=941 typehttp://content.scholastic.com/browse/collateral.jsp?id=941_type=Book_typeId=2999 (Mrs. LaRue Lesson Plans)http://www.suelebeau.com/reading.htm
http://www.readwritethink.org/
http://www.unc.edu/world/
www eslcafe com/ www.eslcafe.com/ www.worldlingo.com
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