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Reading Picture Books

Picture books offer certain unique advantages when we deliver instruction. Of all literature that lends itself to reading comprehension strategy instruction picture books top the list. Stephanie Harvey & Anne Goodvis

 


We want our students to understand that readers are always thinking. When we share picture books with them we can also share the strategies we use as readers.

  • This reminds me of...
  • I know just how he feels here because ...
  • I bet something is going to happen to her...
  • I never knew that...,
  • I have to read this part again because I don’t understand...
  • When I read this part I can see it in my mind...


When we think-aloud and talk about our thinking, we make it visible to our students and this helps them understand the role the reader plays in the reading process. Here, we look at a few ideas for using picture books to support the development of strategic readers. 

Activating & Connecting to Background Knowledge


Picture books connect to the lives of their readers and to the themes and issues that matter to them. Making connections is one way to activate prior knowledge. The earliest connections are to the child’s personal life experience. Later students will begin to make connections from one text to another, possibly finding similarities in themes, genres, characters etc. Finally, larger connections are made to the outside world. Teacher, Cathey Goodwin, provides the quotes for this page.

Visualizing


Although there are already visual cues in a picture book, the print often goes beyond what is seen in the illustrations. Does the author use words that paint vivid images in the reader’s mind? Are they filled with sensory images- feelings, sights, sounds and tastes? These are the books that can help students understand that visualization is an important reading strategy.

Drawing Inferences


Authors and illustrators of picture books provide clues to help the reader "read between the lines." Readers must look for these clues both in the print and in the illustrations and make inferences in order to make sense of what they are reading.


Anthony Browne


Gorilla

Asking Questions


Good readers are always asking questions. Picture books are excellent model texts for helping students understand how thoughtful questions can help them have a deeper understanding of the book. I wonder...? Why? Is this true? From the moment they look at the cover of a new book there are questions. Don’t forget the amazing nonfiction picture books when looking for texts that will spark curiosity and lead to questions.

In January’s Sparrow, Patricia Polacco writes about a family of runaway slaves who leave Kentucky in hopes of finding freedom in Canada. This beautifully illustrated book is a great text to use with older students to teach them how good readers ask questions to better understand what they are reading. Click here for ideas on how to use this book with your students.



Cycle 1 teacher, Barbara Kurtzman Phillips, engages her students in an I Wonder project to help them realize the importance of asking their own questions.


Susan Stephenson, an Australian teacher and author, reminds us that asking students questions about what they see is one of the easiest and most powerful ways to promote visual literacy. See Questions to Promote Visual Literacy at The Book Chook blog.

Determining the Most Important Information


There is probably no better resource than information-based picture books to help readers understand this strategy. When you are reading nonfiction, you are reading to learn. Determining what is important to take away from the text given that purpose is key to understanding. The structure and features of nonfiction picture books, (contents, headings, photos, bolded words, glossary, maps etc.) provide additional support to the reader.


Students can explore information-based picture books to discover what text features are found in these books and how they help the reader. Have students produce their own nonfiction picture books. The reading-writing connection increases their understanding of the way these texts work.


Listen to a cycle one student talk about nonfiction features in this short video clip.


 

 

Synthesizing


When we ask students to synthesize we want them to do more than just summarize. They need to go beyond a literal retelling to include their own thinking about what is important. They might respond to the big ideas in the book, give their opinion, draw conclusions, or tell how their thinking changed during the reading of the book. Their thinking, added to their own background knowledge, helps them come up with a unique synthesis of the text.

Additional Resources

Quebec Reading Connection is a must-see resource with an extensive list of books and suggested activities.

An idea-packed blog for all teachers: Teach With Picture Books.


Susan Brisson has produced her own posters to help students remember the strategies that good readers use. Click here to download Susan Brisson’s Reading Strategy posters for your classroom

 

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