Chapter 5 was really informative for me; I appreciated the detailed information regarding picture books. The section about sharing each particular type of book was great. I believe it’s important to get children involved with literature as soon as possible and I think that starts with picture books. These books can really give children a great start on learning... their ABCs, numbers and shapes.
I find it interesting that all the elements of literature are still presents in picture books – plot, setting, theme, etc. – I had never really thought about that before. I do think that helps children stay connected and follow the story though. It also will help them in the transition to more complicated books.
I believe the most important section of this chapter was the part discussing reading aloud to students. Even now, I remember my first grade teacher reading to my class – there was a section in the classroom where we all gathered to have a story read to us each day. I loved that and think that is what led me to enjoy reading so much, even to this day.
Reading time doesn’t always go smoothly for younger children... recommendations to handle disruptive students? Those that are not interested or paying attention?
I really liked this chapter on picture books are far by my favorites books to look at. I like how these books show value and pleasure to kids that read them. The rhyming part in the books is fun with all of the repetition that they use. The author says that communication is used through the pictures and this to me creates imagination in the child. Mother goose was always a favorite for me growing up and I like to read them to my nieces and nephews as well. The author mentioned pop up books, flap books and I do believe this helps the kids really interact with the book. The alphabet books are also good with identifying objects and letters and helping them learn their alphabet. I have seen some really good counting books that help with numbers and addition and subtraction. The concept books that I have read I believe really help with the cognitive thinking skills learning about a particular subject. The wordless, easy to read books help with beginning reading skills. Without these types of books, I believe that kids would not be able to
I have read about Piaget in about every class that I am taking this semester, he must have done something important. Just kidding, the chapter was informative, but these are the chapters that put me to sleep. I have to read a paragraph 4 times before I understand it, or get through it (just being honest). Having a two year old and a five month old, it was ineresting to read about shy they may act this way or that, and why they do the things they do. I mean all along I thought while playing peekaboo with my five month old that I was just startling her when she jerked back and got wide eyed. Little did I know I was helping her master her anxiety! Who would've guessed?
Okay, idiot alert! Who wastes their time and actually posts a comment in the wrong place about the wrong class... This guy, Oh well I just copied and pasted it so no biggie. Ignore the last post by myself. It only makes the 45th time I've screwed up this semester...
Chapter 5 blog (for real)
What is a picture book, they are the best kind of book. At least I thought so throughout elementary school. As an extension of my chapter 4 blog, I said that pictures can tell the story for you. As long as the illustrations are drawn in a way that captures the kids attention. The kids don't have to be able to read to know whats going on. I am a big fan of pop outs, except for my two year old sometimes grabs the figures and tears them out.
The concept books, wordless books, and all of the others serve very important purposes in the development of a childs mind. Wordless books allow the children to put in their own narrotive. Disguising people as animals in books really capture the kid's attention.
Sarah, I remember being read to as well in the classroom. What I remember most is when the teacher would read a page and then turn the book so all of the students could see the pictures. The kids would all giggle or say "oooooh", or something of that nature.
I would have to say that Chapter 5 is another chapter filled with an abundance of information yet, even so, very interesting. I was intrigued to learn all of the intricacies of picture books. I think, like most, we judge books by how they make us feel. I don’t necessarily think this technique of evaluating is incorrect, just incomplete. I do, however, find after reading that we can couple our knowledge of picture books with our “likes”. It was also interesting for me to learn about certain controversies surrounding picture books. It is amazing that even in this day and age we still have certain adversaries regarding children’s literature. I suppose, if I consider all the literature available and expect all of it to be presented to each and every student, I would be foolish. But to think that a certain piece would be so heavily opposed seems crazy. We all should be able to access all that there is to learn! My question here would be- Which pieces of children’s literature in regard to picture books should we use to teach and how much should we seek parental/guardian, as well as administrative support on each?
Benjamin, I remember the ooos and aahhs during reading time too! Children still do that :) Too cute!
Sarah, I have found that keeping the children engaged sometimes can be a challenge. On occasion, to ask your students questions about the page that they see helps like "Do you see the little boy in the wagon?" Or "Can anyone find the kangaroo?" Whatever pertains to the story you are reading. Another one I have found to be really effective is to wait a minute before turning the page and ask them what they think will happen next. I usually let three of four children answer and then say "let's see". They seem to really like trying to think about what is to come!
Something that got me in chapter 5 was on page 175 "Picture Books and Controversy" It just amazes me that people are so worried about what people may read into the drawings that they have to reprint the book so as not to offend. Norton says: “in the 1960’s Garth Williams’s The Rabbit’s Wedding was criticized because the illustrations showed the marriage of a black rabbit and a white rabbit.” (Text - 175) I understand what they are saying, but I still contend that if the children can get along, why do the adults have to go out of their way change that by stopping a couple of rabbits from being ‘married’ in a picture book because one is black and one is white. My first thought would be that the black rabbit was the male and the white one was the female. (Traditional wedding colors of the bride and groom)
Reply to Sarah: I have 5 Jr. High students in a reading class. SAPP. (State Assessment Prep-….participles or Pony..peanuts or something…I can never get it straight) ;) We are reading Exploring Poetry. These kids got this look on their face like “you gotta’ be kidding” the next day I brought Dr Seuss’ “Green Eggs and Ham” We spent the next few days (15 min. each day) reading the story in different ways. Monotone, high voice, low voice, singing to the tune of Amazing Grace, exaggerating and other ways I can’t remember. It was fun for them and it helps to teach them how to read poetry. For the younger kids, I just make a fool out of myself with larger than life voices and actions (got to be standing of course). Even the ones who baulked at the story get involved like my Jr High kids did with the poetry. I enjoy reading or telling a story to grades K-5 because I can get very silly and dramatic, I can act as if I am knocked down shocked at something in the story. Pages 183-184 talk about “surprise and the Unexpected”, “Exaggeration”, and the “Ridiculous and Caricatures”. It may or may not be in the words, but I put them into the telling. Kids love it.
Jennifer - I think parents should be involved and made aware of what goes on in the classroom... but I don't think they should be a big part of the decision making process. Teachers have a better understanding of what books are best for students. As we are learning, there is a lot found in each individual book.
Reply to Sarah, I agree with you about allowing the professionals choose the literature to be presented to the students. However, as a parent, I would want the option to disagree with a choice. (through out the last 25 years, I have had children in school, I have yet to find a book I felt was inappropriate. I have more of a problem with the movies the kids are shown in the upper grades.
I remember when my twins were babies and we were trying to find books for them. Their father and I are avid readers and of course wanted to make sure that our kids were/are, too. I know that we found many of Bill's books and many others, usually by or drawn by Eric Carle. The bright colors are so engaging for small children. The different kinds of illustration styles for animals and people are really fun, too. Soft fluffy lines for a sheep. Sharp, dark lines for an alligator. Smooth beige and brown tones for people. It's such a joy to find simple books that your kids will truly look forward to having read to them. The rhymes and repetitions make it so easy for them to pick up things quickly and their attention makes mom and dad want to read it to them again and again.
This chapter was neat and caught my attention. I realize how detailed picture books are and how much thought goes into it. It is important to have the pictures match the story and for there to be a balance of pictures and text.
My favorite books are picture books and I enjoy reading them to my children. I have found it to be impossible to get my nine year old to read chapter books but it's easy for her to pick up picture books. I think that the pictures of stories provide what the story is really about to our imaginations, so it is easy for us to understand. Picture books have short stories in them so it captures the attentions of young children.
I totally agree with you about the criticizm of picture books. I think people should focus their attention more on TV programs than the harmless pictures of a story book. Children aren't going to understand these type of meanings and the Author probably didn't think that way either.
Chapter 5 seems to break down literature and show how the same components go into the most simple of books. How do you develop characters in just a few words? How are themes expressed in so few pages? Settings? Plots? Everything that goes into an adult book is in a picture book but it is expressed much quicker and with the aid of illustrations. The setting and mood are often set with illustrations. They show where you are, the weather, time of day, etc. They also show if the characters are happy, sad, angry or whatever. Picture books are far more complex than most people think. These books explain things and set a foundation that will carry a student through their academic career and life.
Linda, I agree with you completely. I think there are enough things for parents to be concerned about. They don't need to invent trouble where there isn't any. Maybe the illustrator was putting the male in a suit and the female in a gown, maybe they were showing a world where we can all get along. In either event there is no need for outrage.
I got confused in this chapter as to what the difference is between a picture book and an illustrated childrens book. Does anyone have any insight as to the difference.
The way I took the information is that a picture book, uses the pictures to tell the story. An Illustrated book tells the story, but has pictures to go along with it. I might be wrong, but it made sense to me this way
I really enjoyed this chapter, because it explained the differences between the books. Honestly, I’ve never even wondered before what the differences are, but now it makes sense to me. I have a niece that just turned 2, so a lot of these types of books she is reading right now. It’s interesting to see how she understands the stories and what the characters are and which ones she remembers as her favorites. I definitely think that children should start reading or being read to at a very early age. This will help their cognitive learning develop more quickly. Especially alphabet books or toy books, all children will love those when they are young.
In Chapter 5 the importance of picture books was discussed. I'll be honest and tell you all, that I never really have understood the importance of wordless picture books. This chapter gave me a lot of ideas on how to use these books and using concept books and toy books. I LOVE toy books! My daughter has a gazillion of them! I just bought some that you can make the frogs croak, and that is her new all time favorite bedtime reading. I love the idea of using wordless picture books with special education students, and have them create the story by reading the pictures.
Reply to Sarah S: Regarding disruptive children. I find that it works best to use stories that include props. I may sit a disruptive child at the front with me and give them a job, like using a puppet or clapping his hands everytime a certain word is mentioned. Hope that helps!
I thought it was interesting that picture books can tell so much about the setting and plot with little use of words. The illustrations can be more than enough to engage the children right off the bat and spark emotion. It was also interesting to learn the strategy involved with storybook illustrations. The first few pages often contain small pictures and as the story gets more exciting the pictures become bigger and bigger. I honestly never made this connection before. Picture books are also a great way to teach moral lessons in a way that the children will enjoy. For instance, instead of just preaching to kids about the importance of reading, they can find out in an entertaining and engaging way such as in Souper Chicken.
Chapter 5 again provides a ton of great information and insight into picture books. It is funny to me now that I use to just view books as entertainment for my children—now I look at all aspects of a book before I bring it home to my children. A new one I found that my 2 year old loves is Gallop. If you haven’t read it yet, you should! The pictures move and it’s so much fun to watch your child’s eyes light up. They are just amazed to see their book coming to life. Who are we kidding, I love looking at it too =)
I took away most of my information from the “Teaching with Picture Books” section on the material. It serves as a great guide to how to interact with your students and gives great ideas on how to expand student’s language skills. I like the idea of using wordless picture books to start creative writing assignments and understanding plots.
Ember I agree with you. I never quite understood why we have wordless picture books...that is until now. I remember when my son received his first one as a gift from a retired teacher. I guess she knew what she was doing.
This chapter had a lot of interesting information. I would have to say wordless books are my favorite. I think wordless books open up your imagination. Imagination is very important to young children. If they are not able to imagine then there world will be sheltered. We look at pictures all the time, since my son is not able to read. He is getting to where he creates a story by himself. He is starting to talk to himself when talking to his toys. I don't think that would happen if he didn't have imagination. The saying goes, "A picture can say a 1000 words". I agree 100% with that saying.
All the books talked about in this chapter are awesome beginner books. Every child should be blessed with these books.
I agree with you on picture books. They are the best. You can "read" them at anytime. They are best in the car. You can listen to your child making up a story while looking at it. Imgination is the best thing.
28 comments:
Chapter 5 was really informative for me; I appreciated the detailed information regarding picture books. The section about sharing each particular type of book was great. I believe it’s important to get children involved with literature as soon as possible and I think that starts with picture books. These books can really give children a great start on learning... their ABCs, numbers and shapes.
I find it interesting that all the elements of literature are still presents in picture books – plot, setting, theme, etc. – I had never really thought about that before. I do think that helps children stay connected and follow the story though. It also will help them in the transition to more complicated books.
I believe the most important section of this chapter was the part discussing reading aloud to students. Even now, I remember my first grade teacher reading to my class – there was a section in the classroom where we all gathered to have a story read to us each day. I loved that and think that is what led me to enjoy reading so much, even to this day.
Reading time doesn’t always go smoothly for younger children... recommendations to handle disruptive students? Those that are not interested or paying attention?
jacques said
Chapter 5 blog
I really liked this chapter on picture books are far by my favorites books to look at. I like how these books show value and pleasure to kids that read them. The rhyming part in the books is fun with all of the repetition that they use. The author says that communication is used through the pictures and this to me creates imagination in the child. Mother goose was always a favorite for me growing up and I like to read them to my nieces and nephews as well. The author mentioned pop up books, flap books and I do believe this helps the kids really interact with the book. The alphabet books are also good with identifying objects and letters and helping them learn their alphabet. I have seen some really good counting books that help with numbers and addition and subtraction. The concept books that I have read I believe really help with the cognitive thinking skills learning about a particular subject. The wordless, easy to read books help with beginning reading skills. Without these types of books, I believe that kids would not be able to
I have read about Piaget in about every class that I am taking this semester, he must have done something important. Just kidding, the chapter was informative, but these are the chapters that put me to sleep. I have to read a paragraph 4 times before I understand it, or get through it (just being honest). Having a two year old and a five month old, it was ineresting to read about shy they may act this way or that, and why they do the things they do. I mean all along I thought while playing peekaboo with my five month old that I was just startling her when she jerked back and got wide eyed. Little did I know I was helping her master her anxiety! Who would've guessed?
Okay, idiot alert! Who wastes their time and actually posts a comment in the wrong place about the wrong class... This guy, Oh well I just copied and pasted it so no biggie. Ignore the last post by myself. It only makes the 45th time I've screwed up this semester...
Chapter 5 blog (for real)
What is a picture book, they are the best kind of book. At least I thought so throughout elementary school. As an extension of my chapter 4 blog, I said that pictures can tell the story for you. As long as the illustrations are drawn in a way that captures the kids attention. The kids don't have to be able to read to know whats going on. I am a big fan of pop outs, except for my two year old sometimes grabs the figures and tears them out.
The concept books, wordless books, and all of the others serve very important purposes in the development of a childs mind. Wordless books allow the children to put in their own narrotive. Disguising people as animals in books really capture the kid's attention.
Sarah,
I remember being read to as well in the classroom. What I remember most is when the teacher would read a page and then turn the book so all of the students could see the pictures. The kids would all giggle or say "oooooh", or something of that nature.
I would have to say that Chapter 5 is another chapter filled with an abundance of information yet, even so, very interesting. I was intrigued to learn all of the intricacies of picture books. I think, like most, we judge books by how they make us feel. I don’t necessarily think this technique of evaluating is incorrect, just incomplete. I do, however, find after reading that we can couple our knowledge of picture books with our “likes”. It was also interesting for me to learn about certain controversies surrounding picture books. It is amazing that even in this day and age we still have certain adversaries regarding children’s literature. I suppose, if I consider all the literature available and expect all of it to be presented to each and every student, I would be foolish. But to think that a certain piece would be so heavily opposed seems crazy. We all should be able to access all that there is to learn!
My question here would be- Which pieces of children’s literature in regard to picture books should we use to teach and how much should we seek parental/guardian, as well as administrative support on each?
In response to Sarah and Benjamin
Benjamin, I remember the ooos and aahhs during reading time too! Children still do that :) Too cute!
Sarah, I have found that keeping the children engaged sometimes can be a challenge. On occasion, to ask your students questions about the page that they see helps like "Do you see the little boy in the wagon?" Or "Can anyone find the kangaroo?" Whatever pertains to the story you are reading. Another one I have found to be really effective is to wait a minute before turning the page and ask them what they think will happen next. I usually let three of four children answer and then say "let's see". They seem to really like trying to think about what is to come!
Something that got me in chapter 5 was on page 175 "Picture Books and Controversy" It just amazes me that people are so worried about what people may read into the drawings that they have to reprint the book so as not to offend. Norton says: “in the 1960’s Garth Williams’s The Rabbit’s Wedding was criticized because the illustrations showed the marriage of a black rabbit and a white rabbit.” (Text - 175) I understand what they are saying, but I still contend that if the children can get along, why do the adults have to go out of their way change that by stopping a couple of rabbits from being ‘married’ in a picture book because one is black and one is white. My first thought would be that the black rabbit was the male and the white one was the female. (Traditional wedding colors of the bride and groom)
Reply to Sarah: I have 5 Jr. High students in a reading class. SAPP. (State Assessment Prep-….participles or Pony..peanuts or something…I can never get it straight) ;) We are reading Exploring Poetry. These kids got this look on their face like “you gotta’ be kidding” the next day I brought Dr Seuss’ “Green Eggs and Ham” We spent the next few days (15 min. each day) reading the story in different ways. Monotone, high voice, low voice, singing to the tune of Amazing Grace, exaggerating and other ways I can’t remember. It was fun for them and it helps to teach them how to read poetry.
For the younger kids, I just make a fool out of myself with larger than life voices and actions (got to be standing of course). Even the ones who baulked at the story get involved like my Jr High kids did with the poetry.
I enjoy reading or telling a story to grades K-5 because I can get very silly and dramatic, I can act as if I am knocked down shocked at something in the story.
Pages 183-184 talk about “surprise and the Unexpected”, “Exaggeration”, and the “Ridiculous and Caricatures”. It may or may not be in the words, but I put them into the telling. Kids love it.
Jennifer - I think parents should be involved and made aware of what goes on in the classroom... but I don't think they should be a big part of the decision making process. Teachers have a better understanding of what books are best for students. As we are learning, there is a lot found in each individual book.
Reply to Sarah,
I agree with you about allowing the professionals choose the literature to be presented to the students. However, as a parent, I would want the option to disagree with a choice. (through out the last 25 years, I have had children in school, I have yet to find a book I felt was inappropriate. I have more of a problem with the movies the kids are shown in the upper grades.
I remember when my twins were babies and we were trying to find books for them. Their father and I are avid readers and of course wanted to make sure that our kids were/are, too. I know that we found many of Bill's books and many others, usually by or drawn by Eric Carle. The bright colors are so engaging for small children. The different kinds of illustration styles for animals and people are really fun, too. Soft fluffy lines for a sheep. Sharp, dark lines for an alligator. Smooth beige and brown tones for people. It's such a joy to find simple books that your kids will truly look forward to having read to them. The rhymes and repetitions make it so easy for them to pick up things quickly and their attention makes mom and dad want to read it to them again and again.
Chapter 5-
This chapter was neat and caught my attention. I realize how detailed picture books are and how much thought goes into it. It is important to have the pictures match the story and for there to be a balance of pictures and text.
My favorite books are picture books and I enjoy reading them to my children. I have found it to be impossible to get my nine year old to read chapter books but it's easy for her to pick up picture books. I think that the pictures of stories provide what the story is really about to our imaginations, so it is easy for us to understand. Picture books have short stories in them so it captures the attentions of young children.
Reply to lindam:
I totally agree with you about the criticizm of picture books. I think people should focus their attention more on TV programs than the harmless pictures of a story book. Children aren't going to understand these type of meanings and the Author probably didn't think that way either.
Chapter 5 seems to break down literature and show how the same components go into the most simple of books. How do you develop characters in just a few words? How are themes expressed in so few pages? Settings? Plots? Everything that goes into an adult book is in a picture book but it is expressed much quicker and with the aid of illustrations. The setting and mood are often set with illustrations. They show where you are, the weather, time of day, etc. They also show if the characters are happy, sad, angry or whatever. Picture books are far more complex than most people think. These books explain things and set a foundation that will carry a student through their academic career and life.
Linda, I agree with you completely. I think there are enough things for parents to be concerned about. They don't need to invent trouble where there isn't any. Maybe the illustrator was putting the male in a suit and the female in a gown, maybe they were showing a world where we can all get along. In either event there is no need for outrage.
I got confused in this chapter as to what the difference is between a picture book and an illustrated childrens book. Does anyone have any insight as to the difference.
Wendy-
The way I took the information is that a picture book, uses the pictures to tell the story. An Illustrated book tells the story, but has pictures to go along with it. I might be wrong, but it made sense to me this way
I really enjoyed this chapter, because it explained the differences between the books. Honestly, I’ve never even wondered before what the differences are, but now it makes sense to me. I have a niece that just turned 2, so a lot of these types of books she is reading right now. It’s interesting to see how she understands the stories and what the characters are and which ones she remembers as her favorites.
I definitely think that children should start reading or being read to at a very early age. This will help their cognitive learning develop more quickly. Especially alphabet books or toy books, all children will love those when they are young.
In Chapter 5 the importance of picture books was discussed. I'll be honest and tell you all, that I never really have understood the importance of wordless picture books. This chapter gave me a lot of ideas on how to use these books and using concept books and toy books. I LOVE toy books! My daughter has a gazillion of them! I just bought some that you can make the frogs croak, and that is her new all time favorite bedtime reading. I love the idea of using wordless picture books with special education students, and have them create the story by reading the pictures.
Reply to Sarah S:
Regarding disruptive children. I find that it works best to use stories that include props. I may sit a disruptive child at the front with me and give them a job, like using a puppet or clapping his hands everytime a certain word is mentioned. Hope that helps!
I thought it was interesting that picture books can tell so much about the setting and plot with little use of words. The illustrations can be more than enough to engage the children right off the bat and spark emotion. It was also interesting to learn the strategy involved with storybook illustrations. The first few pages often contain small pictures and as the story gets more exciting the pictures become bigger and bigger. I honestly never made this connection before. Picture books are also a great way to teach moral lessons in a way that the children will enjoy. For instance, instead of just preaching to kids about the importance of reading, they can find out in an entertaining and engaging way such as in Souper Chicken.
Chapter 5 again provides a ton of great information and insight into picture books. It is funny to me now that I use to just view books as entertainment for my children—now I look at all aspects of a book before I bring it home to my children. A new one I found that my 2 year old loves is Gallop. If you haven’t read it yet, you should! The pictures move and it’s so much fun to watch your child’s eyes light up. They are just amazed to see their book coming to life. Who are we kidding, I love looking at it too =)
I took away most of my information from the “Teaching with Picture Books” section on the material. It serves as a great guide to how to interact with your students and gives great ideas on how to expand student’s language skills. I like the idea of using wordless picture books to start creative writing assignments and understanding plots.
Ember I agree with you. I never quite understood why we have wordless picture books...that is until now. I remember when my son received his first one as a gift from a retired teacher. I guess she knew what she was doing.
Chapter 5
This chapter had a lot of interesting information. I would have to say wordless books are my favorite. I think wordless books open up your imagination. Imagination is very important to young children. If they are not able to imagine then there world will be sheltered. We look at pictures all the time, since my son is not able to read. He is getting to where he creates a story by himself. He is starting to talk to himself when talking to his toys. I don't think that would happen if he didn't have imagination. The saying goes, "A picture can say a 1000 words". I agree 100% with that saying.
All the books talked about in this chapter are awesome beginner books. Every child should be blessed with these books.
In response to Lara~
I agree with you on picture books. They are the best. You can "read" them at anytime. They are best in the car. You can listen to your child making up a story while looking at it. Imgination is the best thing.
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