LESS IS MORE - Using wordless picture books for developing critical literacy
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Unchain Your Minds Conference 14.11.2014 Dipartimento Istruzione e Formazione di lingua italiana - Area pedagogica e il Deutsches Bildungsressort - Bereich Innovation und Beratung
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LESS IS MORE - Using wordless picture books for developing critical literacy
- 1. LESS IS MORE Using wordless picture books for developing critical literacy Sarah M Howell Unchain their minds, Bolzano 2014 Sponsored by Oxford University Press
- 2. “Your English language learners should be developing thinking skills as they acquire English. Dust off your copy of Bloom's Taxonomy and ask questions from all levels. There are activities that ELLs can do on every level.” Judie Haynes http://www.everythingesl.net
- 3. Today’s talk… • Picturebook genre • Examples of picture books • Picturebooks and critical literacy • Pete the Cat • Over to you Our Tuesday afternoon reading group. Shaun Tan
- 4. Picturebooks • Picture and text • Wordless (or nearly) • Children’s book genre?
- 5. • Wordless (or nearly) • Why? • Visual literacy • Imagination • Open-ended • How • Explore each picture • Talk about what you see • Tell the story • Where? • Reading corners • When? • Reading hour The Red Book, Barbara Lehman
- 6. Themes The Journey Aaron Becker The Arrival Shaun Tan • loneliness • self-determination • friendship • immigration Flotsam David Wiesner • Science
- 8. Picturebooks to develop literacy skills • Detecting sequence • Identifying details • Noting cause and effect relationships • Making judgments • Determining main ideas • Making inferences
- 9. Some strategies • Graphic organizers • Speech / thought bubbles • Storycards • Drama • Questioning
- 10. Prep • Make up own mini-story (a special day) (L1 or L2) • Use a BME chart in pictures • Use chart to tell story • Encourage extension with questions • Who? Characters • What happens? Plot or story line • Where and when? Setting • Why? Background knowledge (author and/or reader)
- 11. Sequence – Beginning, middle, end • Questions who, what, where, when, why, how. • BME graphic organizer (pictures and/or words) • Use the pictures to retell the BME the story.
- 12. Reading Pete the Cat - Dean, Litwin • Whole class reading • Buddy / partner reading • Group reading • Individual reading
- 16. Activities • Vocabulary • Scrambled sentences • Pronunciation • Describing character • Sequencing • Story structure • Retelling • Inferring • Cause and effect • Alternative ending • Evaluating
- 17. Graphic organizers Venn Web BME chart Cause/effect chart Story map Sequence chart
- 18. GO’s • Online • Printables (free!) • Teacher’s own • Pupil’s own…
- 19. Character • Describing the character • map with pictures and words • map with words • map with words + sentence
- 20. Retell • Verbal retell • Oral with book • Oral pictures only (VoiceThread, PowerPoint) • Oral from memory (with puppet)
- 21. Cause and effect • Look-back with book • Written with worksheets (gap fills/prompts) • Questioning • Making inferences
- 22. Book review • Title, Author, Publisher • Setting • Characters • Conflict / resolution • Your opinion
- 23. Socratic questioning means using a series of questions to progressively engage higher level of thinking – including literal, analytical and conceptual levels of thinking. 1. Literal (or factual) questions ask for information 2. Analytic questions call for critical and creative thinking 3. Conceptual questions call for abstract thinking Philosophy in Primary Schools: fostering thinking skills and literacy. Robert Fisher A word on Socratic questioning…
- 24. 1. Literal (or factual) questions ask for information What is this about? Can you remember what happened? What do you have to do? 2. Analytic questions call for critical and creative thinking What question(s) do you have? What reasons can you give? What are the problems/possible solutions here? 3. Conceptual questions call for abstract thinking What is the key concept (strategy or rule) here and what does it mean?’ What criteria are we using to judge this (or test if it is true)?’ How might we further investigate this concept (strategy or hypothesis)? Philosophy in Primary Schools: fostering thinking skills and literacy. Robert Fisher
- 26. Sarah M Howell smhowell@univpm.it I KEEP six honest serving-men (They taught me all I knew); Their names are What and Why and When And How and Where and Who. Rudyard Kipling Keep in touch…
Notas do Editor
- Introduce myself Thank TESOL for accepting proposal Thank OUP for sponsoring me
- Thinking Skills and English language learners English language learners should be asked critical thinking questions from all levels of Bloom's Taxonomy. Some of the tasks on the taxonomy are difficult for ELLs because they lack the language and vocabulary to work in English. However, teachers need to ask questions from all levels of the taxonomy that are age appropriate and at the English language level of the English language learners. Even very young children can work at the Synthesis and Evaluation levels. Examples at each level below come from Pa Lia's First Day by Michelle Edwards. This book is written at a late second or early third grade level. Level 1: Knowledge. This level of questioning is what is most frequently used when teaching ELLs, especially for students in pre-production and beginning production levels of English language acquisition. Responses to some of the questions can be made using yes/no or embedded questions. Pictures, drawings, and realia will help students give the correct answer. Responses to these questions are generally right in the text. Here are some questions and directions you might ask: What did Pa Lia's brother do on the way to school? Who pushed Pa Lia on the steps? What name did Stinky call Pa Lia? When did Pa Lia meet Calliope? What did Pa Lia do during Math Class? Level II: Comprehension. This level shows that the student has understood the facts and can interpret them. ESL/bilingual teachers use this level of questioning a lot. We ask students to compare, contrast, illustrate, and classify. We do this oral questions and graphic organizers such as Venn Diagrams and T-charts. Why did Pa Lia dawdle on the way to school? How will Pa Lia find her classroom? Why was Howie mean to Pa Lia? Why did Pa Lia get in trouble? Compare Calliope with Howie. Use the word bank. Make a drawing that shows how Pa Lia felt when she came in the classroom. Find a picture in the book that shows "Pa Lia felt like a teeny tiny minnow in a huge giant ocean". Level III: Application. Students are learning to solve problems by using previously learned facts in a different way. ELLs might need scaffolding and word banks to build, choose, construct, develop, organize, plan, select, solve, and identify. Why did Pa Lia send a note? How would you do if you needed to find your classroom on the first day of school? Can you list the ways you could make a new student feel welcome? Write a different ending to the story. What questions would you ask Stinky if you could talk to him? Level 4: Analysis. At this level students may not have enough vocabulary and language to express responses in English. The tasks at this level that English language learners will be able to complete with some teacher scaffolding are: classify, contrast, compare, categorize, sequence. How do we know Pa La felt nervous? Find the sentences in the story. Compare Pa Lia's feelings at the beginning of the story with her feelings at the end of the story. Sequence the following story sentences. What happened first? Look at the words in the word bank that describe people. Write the words that describe Pa Lia, Calliope, and Howie in the correct column Can you find four different feelings Pa Lia had during the story? How do you know that Pa Lia is the hero of the story? What do you think will happen next in this story? Level 5: Synthesis. At this level students are compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions. ELLs will need teacher support and scaffolding to answer questions at level 5. Synthesis is particularly difficult for ELLs. Students may be able to choose, combine, create, design, develop, imagine, make up, predict, solve, and change. · Pa Lia is a new student at school and she has no friends. How would you solve Pa Lia's problem? · How would you change in this story? · What happens if you do not tell the truth? · Can you invent another character for the story? · How would you change the story to create a different ending? · How could you change the story? How else could Pa Lia make friends? Plan a party for Mrs. Hennessey's class Level VI: Evaluation. Questions at this level of Bloom's taxonomy can be modified so that the langue is simplified but the task remains the same. English language learners can learn to give opinions, make judgments about the action in a story and evaluate the work of an author. The vocabulary usually associated with evaluation may need to be simplified. Here are some questions ELLs would be able to answer with some scaffolding by the teacher. What do you think will happen if Pa Lia does not tell the truth. What didn't you like about the story? Why? Do you think Tou Ger was a good brother? Why or Why not? What is part of this book did you like best. Tell why you like it? Why did the Pa Lia decide to tell the truth? What would you do if you were Pa Lia and the teacher was angry with you? Read another story by Michelle Edwards. Do you like it better than “Pa Lia's First Day?”
- What Are Wordless Picture Books? Wordless picture books are just what they sound like—books without words (or sometimes with minimal words) that tell a story through pictures. Because they don’t rely on words to express their stories, wordless picture books can be used to develop important literacy skill
- The Journey by Aaron Becker Walker Books A girl sits forlornly in a sepia world, ignored by her busy family. Spying a spot of colour in the shape of a red crayon, she draws a door through which she escapes to a green forest, illuminated by sparkling lights and blue lanterns, threaded through with a stream which leads her to the next stage of her journey, once she has drawn a red boat. She sails into the centre of a huge castle and, from there, draws new forms of transport so that she can explore this fantastic world. Then – disaster – she loses the red crayon. Will she be able to return home or even continue her journey? The entire story is told through pictures full of magical detail. The colour red stands for play, imagination and doorways to enchantment. As the journey progresses, the colour mauve also comes into its own… The Arrival by Shaun Tan In a heartbreaking parting, a man gives his wife and daughter a last kiss and boards a steamship to cross the ocean. He's embarking on the most painful yet important journey of his life- he's leaving home to build a better future for his family. Shaun Tan evokes universal aspects of an immigrant's experience through a singular work of the imagination. He does so using brilliantly clear and mesmerizing images. Because the main character can't communicate in words, the book forgoes them too. But while the reader experiences the main character's isolation, he also shares his ultimate joy. Flotsam by David Wiesner A bright, science-minded boy goes to the beach equipped to collect and examine flotsam--anything floating that has been washed ashore. Bottles, lost toys, small objects of every description are among his usual finds. But there's no way he could have prepared for one particular discovery: a barnacle-encrusted underwater camera, with its own secrets to share . . . and to keep. Each of David Wiesner's amazing picture books has revealed the magical possibilities of some ordinary thing or happening--a frog on a lily pad, a trip to the Empire State Building, a well-known nursery tale. In this Caldecott Medal winner, a day at the beach is the springboard into a wildly imaginative exploration of the mysteries of the deep, and of the qualities that enable us to witness these wonders and delight in them.
- The Black Book of Colours Cottin – Faria Our eyes tell us about colour. But what if you are blind? Can you still know colours? Using simple language and textured art, this book shows you how to 'see' without your eyes. It includes the pages that are black, but using your imagination and your senses you can hear, smell, touch and taste colours. Mirror An innovative, two-in-one picture book follows a parallel day in the life of two families: one in a Western city and one in a North African village. Somewhere in Sydney, Australia, a boy and his family wake up, eat breakfast, and head out for a busy day of shopping. Meanwhile, in a small village in Morocco, a boy and his family go through their own morning routines and set out to a bustling market. In this ingenious, wordless picture book, readers are invited to compare, page by page, the activities and surroundings of children in two different cultures. Their lives may at first seem quite unalike, but a closer look reveals that there are many things, some unexpected, that connect them as well. Designed to be read side by side — one from the left and the other from the right —these intriguing stories are told entirely through richly detailed collage illustrations. Susan Laughs Told in rhyme, this story follows Susan through a series of familiar activities. She swims with her father, works hard in school, plays with her friends -- and even rides a horse. Lively, thoughtfully drawn illustrations reveal a portrait of a busy, happy little girl with whom younger readers will identify. Not until the end of the story is it revealed that Susan uses a wheelchair. Told with insight, and without sentimentality, here is an inspiring look at one spunky little girl whose physical disability is never seen as a handicap.
- Dialogue Bubbles—Invite parents to record on post-it notes what characters in the story may be thinking, feeling and saying. Help parents write their ideas. Then parents can share what they have written with each other. Story Cards—Reproduce a few pictures from the story that are important to the development of the main idea or theme. Make sure you have pictures from the beginning, middle and end of the story. Then ask parents to put the pictures in order (sequence). Discuss what clues they used to determine order. Dramatization—Use props (toys, puppets, objects) to dramatize a story by acting it out. Invent dialogue for the characters to extend vocabulary practice as well as increase parents’ understanding of the story. If working with a small group of parents, have them work in pairs and then present their dramatization to the class. Parents can use dramatization as a way to help their children build vocabulary and language skills. I Picture Clues—Help parents discover what the pictures reveal about the story. For example, in the book Do You Want to Be My Friend?, different animals appear on each page. On the bottom of each page of the book, there is a green line. At the end, you find out the green line is a snake. Use questions and prompts to help parents look for and understand picture clues, such as: – Is there anything you see that appears repeatedly as we look at this story? Why do you think the author put it there? – Where do you think that picture is leading us? – How does the picture help us know what will happen next? I Using Questions to Develop the Story—Asking parents open-ended questions (those that require more than a yes or no answer) is a good way to engage them in the story, and a great strategy they in turn can use with their children. For example, you can ask: – What does the first page tell you about the story? – What is happening in this picture? – If this book had words, what would they be? – How do you think the people in this picture feel? – This is the last picture in the story. What do you think happens next?
- Ask these questions to help you organize the story: who, what, where, when, why, how. I Use the boxes below to help you organize your story. I Think of a picture that will remind you of important events and draw it in the boxes below. I Use the pictures to help you retell the story.
- Use mini-whiteboards
- 1st Grade Common Core Aligned! RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. RL.1.9 Compare and contrast the adventures and experiences of characters in stories. RF.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 2nd Grade RL.2.1 – Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.2 - Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.4 - Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. RL.2.10 - By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2– 3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g.,because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
- Help students develop and gather ideas, organize thoughts, analyze and interpret information, clarify understanding, and communicate clearly – all key 21st century skills that expand their ability to achieve success across all subjects and throughout their adult lives. A graphic organizer is a visual tool that is used to organize ideas, express knowledge, create relationships and allow users to communicate. Taking information out of text and putting it into graphic organizers allows learners to actively work with concepts for greater understanding. Graphic organizers can not only be used by students to respond to new ideas but also for teachers who want to deliver lessons in more visual ways. - Education Place http://www.eduplace.com/graphicorganizer/
- Help students develop and gather ideas, organize thoughts, analyze and interpret information, clarify understanding, and communicate clearly – all key 21st century skills that expand their ability to achieve success across all subjects and throughout their adult lives.
- These "Groovy Cat" literacy activities are perfect for book responses and literacy centers. response activities, with options to use as an interactive notebook. Story structure with problem and solution Describing Pete Inferring (using Rocking School Shoes as an model) Alternate ending Evaluating Comparing and Contrasting books - activities you can do for literacy centers. Groovy Sentence Scramble Pete’s Problem – Cause and Effect Describing with Pete – using adjectives Build a Pete – following Directions to create their Pete the Cat Craft.
- Making inferences - What I know – clues – ???
- Helping children to become better thinkers does not mean a huge change in what we teach. It means a change in the way we think about it. Using stories with children to develop critical thinking can be „natural, familiar and sometimes fun‟ (Erkaya, 2005). If children love stories then they will love talking about them. Asking the right questions and providing the necessary support for them to answer will allow children to develop their thought processes. Good teaching is more than transferring knowledge from teacher to student. It is about making people think and that means preparing ourselves and the children we teach for the challenges life holds.
- When we are talking about stories I like to have enough time to do it Kate, aged six The teacher demonstrates reading strategies with a shared text. The class reads the text together and discusses ideas and textual features, engaging in a high level of interaction with the teacher. (National Literacy Strategy definition of shared reading) Socratic questioning means using a series of questions to progressively engage higher levesl of thinking – including literal, analytical and conceptual levels of thinking. The folllowing are examples of questions that engage these three levels of thinking. 1. Literal (or factual) questions ask for information ‘What is this about?’ ‘Can you remember what happened?’ ‘What do you have to do?’ 2. Analytic questions call for critical and creative thinking ‘What question(s) do you have?’ ‘What reasons can you give?’ ‘What are the problems/possible solutions here?’ 3. Conceptual questions call for abstract thinking ‘What is the key concept (strategy or rule) here and what does it mean?’ ‘What criteria are we using to judge this (or test if it is true)?’ ‘How might we further investigate this concept (strategy or hypothesis)?’
- Examples of questions that engage these three levels of thinking.
- Bring all these books and extras…
- REFERENCES BLOOM, B.S. (ed) (1956). Taxonomy of Educational Objectives, Handbook I : Cognitive Domain. New York: Longman. ELLIS, GAIL & BREWSTER, JEAN (2002). Tell it Again! The New Storytelling Handbook for Primary Teachers. Harlow: Penguin. ERKAYA, ODILEA ROCHA (2005). Benefits of Using Short Stories in the EFL Context. Asian EFL Journal Vol 8. FISHER, ROBERT (1999). Stories for Thinking: Developing Critical Literacy through the Use of Narrative. Analytic Teaching Vol. 18,Nº 1Retreived from: www.viterbo.edu/analytic/. GHOSN, IRMA.K. (2002). Four good reasons to use literature in primary school ELT. ELT Journal Vol 56/2. HAYNES, JUDIE. Bloom’s Taxonomy and English Language Learners. Retrieved from: www.everythingesl.net/inservices/blooms_taxonomy_language_learn_16902.php. HILL, JANE.D. & BJORK, CYNTHIA.L (2008). Classroom Instruction that works with English Language Learners. Retrieved from: www.a.scd.org/publications/books/108052. KERR, JUDITH (1973). The Tiger Who Came to Tea. London: Collins MOURÃO, SANDIE (2003). Realbooks in the Primary Classroom. London: Mary Glasow. Scholastic.