Steps to Reading Picture Books with Children
Prof. Maria Teresa Manteo
mmanteo@supportlearning.com.ar
Picture books are small treasure boxes; they unfold the magic coming from the blend of words and artwork in their exact amount. As teachers, we may feel that since they are so precious, they should last, and we may stretch their reading for too long. These are some tips to keep students’ interest alive and create a fruitful learning experience.
The engine that moves children to read or watch a film is to find out “what happens”, so it is important to start and finish the story at one reading, led by the teacher’s expressive voice or the help of the CD. At this stage students should be discouraged from reading aloud; the story is to flow, the meaning is to be gradually unveiled so that suspense is created and the children’s interest aroused.
These are some suggested steps to walk through picture books:
- The students and the teacher sit in a circle, and predict the possible events in the story. The teacher reads out the story, miming some parts and pointing to relevant details in some of the pictures. She checks on readers’ interest and comprehension through eye contact and little questions. At the end the plot is collectively reconstructed through questions, allowing quite a big bunch of children to have a say. Last and very important, a short discussion on the message of the story follows.
- In the next class, students may draw the part they liked the best, or the character they found most appealing, writing a short sentence that illuminates the meaning in their artwork. Depending on their literacy level, children may copy from the book favourite words and lines, or frame their own sentences. It is always desirable for children to place their illustrations close to their writing, to strengthen the connection between language, image and thought.
- A second reading follows, preferably on a different day. The teacher reads some parts of the story again. The students follow the reading from their books to find words, answer comprehension questions or comment on the connection between the text and the artwork. At this point the teacher may encourage willing students to read out loud some parts. The teacher will model pronunciation and intonation, stressing the importance of expressive reading.
- Meaning is clarified by building a mind map with the book title in its centre, and circles stemming out indicating characters, setting, message, conflict, solution.
- New vocabulary is also mapped out in a second mind map or any visual organizer that will activate the reconstruction of the story. Colour and special lines, icons and arrows will help visualize the connections between words in meaningful clusters.
- Children practise expressive reading in pairs. After some minutes, they read out their part to the rest of the class, or perform it. At this point we can encourage Reader’s Theatre.
- The teacher helps students to find connections between the story and their reality. They write, draw and act, stretching meaning to their lives.
- Connections between the story and the book artwork can be explored, and an author’s study will enrich the students’ perception of the artist’s work.
- Language Arts activities can follow to further develop literacy skills, such as strong comprehension through the use of storyboards. Here are some samples by 6th formers in a non-bilingual school, based on the story The Peddler from Swaffham.
Last but most promising for writers’ budding ideas, students can collect their favourite words into their journal!
Recommended Literature
Lupton, Hugh ( 2006) Tales of Wisdom and Wonder. Cambridge, MA: Barefoot Book
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Biodata
María Teresa Manteo holds a degree as an English Teacher for Primary and Secondary School from the Lenguas Vivas Teachers' Training College, where she also completed a post-graduate course in English Literature. She has obtained a Further Professional Studies Certificate in Education Management from the University of Bristol UK as well as a Practitioner's Certificate in Neurolinguistic Programming Applied to Education.
She has taught Literature at IGCSE and International Baccalaureate levels and lectured for various publishers of English reading materials. As Support Learning Educational ConsultancyDirector, she trains teachers in affective methods in the teaching of reading and writing. She also runs SL educational programme Touch the Author Workshops for Childrenand Adolescents as well as their new arts project in Spanish Arte y Lectura.
www.supportlearning.com.ar
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