1. Sharing Picture Storybooks with Students Starting with Rosie’s Walk Lichung (Stella) Yang Department of English Instruction Taipei Municipal University of Education

2. Outline My Experience with Rosie’s Walk What is a picture storybook?

3. “We may not be old enough to vote, but we are old enough to think.” Sister Bear from The Berenstain Bears

4. My Experience with Rosie’s Walk What can I do for the young children? It’s my first reading with 25 young children in the classroom setting. (Of course, I read with children and parents in different occasions. For some of the kids, however, it might be their first time to read an English book. I was not there to teach, but read with them.)

6. My Experience with Rosie’s Walk My first reading Goal: basic concept of reading basic concept of a book My second reading Goal: play with prepositions Readings with the same kids when they are older?

7. My First Reading --- tidbits about Pat Hutchins (1) Where do you live? We live in Hampstead, a part of London, England. It's very pretty and a lot of writers and artists like living there, famous ones like Keats and Constable lived there. Do you have any brothers and sisters? I was brought up with four brothers and a sister. We had lots of animals and we rescued birds, my favorite was Sooty the Crow. What are your hobbies? I like gardening, reading and music.

8. My First Reading --- tidbits about Pat Hutchins (2)

9. My First Reading --- tidbits about Pat Hutchins (3) How many books have you written? 39 and there are 12 Titch TV books. How long does it take you to do a book? Usually about six months. If I make mistakes it can take longer! Did you like writing when you were a child? I loved writing, although my spelling wasn't very good! Do you have to be able to spell to write books? If you're not very good at spelling, your editor will correct your spelling for you.

10. My “ First ” Reading I could hardly read the story. The kids told it themselves. Some were very responsive, telling their own stories to the class, and others were quiet and listened. Let them tell their stories. What are the stories about? Now, let’s look at the book.

11. Let’s look at the book.

13. My Second Reading Remember the book we made? Let ’ s find out more about it. Let ’ s draw arrows. We can also play with the hoopla hoop.

14. across around over past through under

16. Future Readings? What do other animals think of the fox? What would they say? If you were Rosie, or the fox, what would you like to tell about your story? Could the same story happen somewhere else? Do you want to know more about Hutchins? Do you want to read more Hutchins’ books?

17. What Is a Picture Book?

18. What is a picture book? Ways of Definition (1) A pedagogical tool? An aesthetic object? A literary text?

19. What is a picture book? Ways of Definition (2) A picture book ( Perry Nodelman) A picture-book (Peter Hunt) A picturebook (Barbara Kiefer, David Lewis)

20. What is a picture book? 32 pages is standard (though titles can be 24- 48 pages) Illustrations dominate text Illustrations integrate with the narrative to bring story to a satisfying conclusion. Word count is generally less than 500 words. Although picture books can have over 2000 words or have none at all, as is the case with wordless picture books.

21. What is a picture book? A picturebook is a text, illustrations, total design; an item of manufacture and a commercial product; a social, cultural, historical document; and foremost an experience for a child. As an art form, it hinges on the interdependence of pictures and words, on the simultaneous display of two facing pages, and on the drama of the turning pages. (Bader, 1976: 1)

22. What Is a Picture Book? Toy Books Alphabet Books Counting Books Concept Books Nursery Rhymes Picture Storybooks Wordless Books

23. The Design of an Entire Book Book Design: From Cover to Cover Visual Elements of a Picture Verbal Elements of a Picture Book Rhythm Page Layout Tensions (between pictures and words) Style as Meaning

25. From Cover to Cover Shape of the Book Covers Flaps, End Paper, Copyright Page, Title Page

26. Tensions Between Words and Pictures Good picture books create what Nodelman refers to as “directed tension” --- a tension between what the words say and what the illustrations depict.

27. Words in Picture Books Words in picture books often accomplish three things: They explain the “emotional or narrative significance of visible gestures”; They explain the relationship (cause-and-effect or otherwise) of the various parts of a single picture within a series of pictures; They explain what is important and what is not.

29. Rosie ’ s Walk by Pat Hutchins Rosie the hen went for a walk --- across the yard, around the pond, over the haycock, past the mill, through the fence, under the beehives --- and got back in time for dinner.

30. Verbal Features in picture books (1) The sentences themselves are short and repetitive, and the equally repetitive segments of text on each page end with a complete stop. A good picture-book text not only contains the wider variety of sentences we might expect but also uses the pauses created by the presence of pictures more imaginatively.

31. Verbal Features in picture books (2) The words of a text are part of the visual pattern on the page, without reference to their actual meaning. The relative size of the lettering The relative placement of words and pictures Words as visual objects

32. Pictures in Picture Books Pictures can do some things that words are less good at. Pictures show us what characters look like, what they are wearing, how they hold themselves, what they are doing and what they are looking at. Pictures show us settings and create mood and atmosphere. Pictures show a sequence of events and are able to record several things happening in the same scene. Pictures can indicate what characters are feeling, and hint at what is passing through characters’ minds.

33. Looking at Pictures, really looking! Does the picture have one color that seems to stand out most? Pick out three colors and see how many places that artist has repeated them. Describe some of the lines in the picture. Are they straight, curved, zigzag, or wavy? Are they thick or thin, clear or blurry? Do any of the lines make a pattern? If there are people in the painting, what do their expressions tell you about them? What might they be thinking or saying?

34. Five-Finger Approach 1. Tell one fact about the story –-character. 2. Tell another fact--- setting. 3. Tell another fact --- interesting information. 4. Ask a comprehension question about the text. 5. Ask a prediction question or a question relate to the readers’ experiences.

35. Five-Finger Approach to Rosie’s Walk ? 1. character 2. setting 3. interesting information 4. comprehension question 5. prediction or connection

36. Let’s look at the book. again

37. Five-Finger Approach to Rosie’s Walk (1) 1. characters Rosie the hen, fox, frogs, butterfly, bird, goat, mice, beaver 2. setting on the farm

38. Five-Finger Approach to Rosie’s Walk (2) 3. interesting information Why did the fox not have a name? Did the hen know she was being followed? 4. comprehension question The fox was not aware of the rake on the ground. 5. prediction or connection Will the fox come back?

41. References You Might Need