1. Using Favorite Picture Books to Motivate and Engage Young English Learners Presentation by: Mark Granic Education Manager, Scholastic Asia mgranic@scholastic.asia mgranic@scholastic.asia

2. Learning with Picture Books: Picture books have emerged as more than read-aloud books for young children. They are wonderful resources to increase children’s listening and speaking skills as well as mastering key vocabulary in context. During this presentation, we will be viewing numerous picture books to discover their special features.

3. Why Teach with Picture Books Supportive Features Introduce beginning reading skills: –Reading left to right, capitalization, punctuation, Simple and easy to understand vocabulary for young learners Simple and easy to understand concepts for young learners Many picture books have rhyming or repetitive patterns that can be used to support oral language development

4. Why Teach with Picture Books Picture Books are Focused Simple plots, easy to relate to characters, few settings Some novice readers are put off by multiple plots, or lose focus of a book if it is overly long and wordy. Picture books cut to the chase. Help teachers spotlight or highlight a particular reading or thinking skill This focus saves you time in the EFL Classroom

5. Why Teach with Picture Books Picture Books can be used as an anchor to learning new concepts and topics Anchors help build background knowledge and help teachers assess what students may or may not know about a topic or theme Also can assess how much language acquisition students have or may not have (EFL Classroom) “How are you Peeling” by Saxton Freymann: How many adjectives or feeling words do students know and can express Use picture books as a foundation building tool in support of your content area learning (Science – life cycles of fruit)

6. Why Teach with Picture Books Picture books can be used to develop social-emotional skills -Students who have more control over their emotions and are more socially responsible, do better academically -Children develop emotionally by becoming more aware of their own feelings and needs -Children develop socially by becoming more aware of the emotions in others. -Picture books with a social-emotional focus provide an anchor point for discussion that help children connect with their own and others’ feelings -“Yo! Yes?” by Chris Raschka and “David” Series by David Shannon

7. Why Teach with Picture Books Illustrations aid with Comprehension The illustrations offer context clues for developing or struggling readers help support the text which helps students understanding and comprehend the written language quicker and more accurately Illustrations act as a picture dictionary for EFL Students

8. Why Teach with Picture Books Picture Books help improve basic reading skills Can aid students in: –Acquiring new vocabulary –practicing phonemic awareness and phonics –increasing fluency by reading the story again and again

9. Why Teach with Picture Books Picture Books Build Reading Comprehension…Painlessly! Since fiction picture books successfully employ story elements (plot, character, setting, conflict), a steady diet of picture books will increase a child's reading comprehension, no matter what their present stage. And as a result….

10. Why Teach with Picture Books Picture Books can be used to teach and practice the various Comprehension skills needed to become active readers… Compare and contrast Topic, Main Ideas, Details, Summary Making Generalizations Inferences Categorization Sequencing Predicting

11. Why Teach with Picture Books Picture Books are Diverse can be used to teach a variety of themes, subjects, topics, generes… School, Family, Fairytales, Occupations, Transportation, Animals, Insects, Science, Math, Geography, History (all in English)

12. Why Teach with Picture Books Pictures Books are a spring board to good writing Simple vocabulary Simple grammar and sentence patterns Can be used as models for their own writing Picture books inspire students and activate their creativity

13. Why Teach with Picture Books Picture Books are Fun! Can't We Just Enjoy Books for What They Are? Along with all that stuff above, which is absolutely, educationally sound, we should always remember the most important reason for choosing to use picture books: they are fun! Fun to read, fun to share!

14. How to Select Picture Books Selecting the right picture for your class can be really difficult Share Books between Grades (Hong Kong Model) Choose books to supplement your current Units Discuss with all teachers (even non-English teachers) www.scholastic.com –Guided Reading Level –Lexile Level –Interest Level

15. How to Select Picture Books Choose Picture Books: – related to your Theme or Topic –To support your content area classes Math, Science, Geography, Social Studies –With supportive pictures and illustrations –That link themes with character education and social-emotional focus

16. Your Lesson Plan FocusDescription Before reading Vocabulary Pre-read and find new vocabulary words Teach Vocabulary words Before Reading Introduction Activate Prior Knowledge Introduce and talk about the cover Make predictions (orally or written, individual or group) (revisit after reading) During Reading First Reading Read first time with class Talk about every page, ask leading questions During Reading Second Reading Ask students to participate Choral Reading and Echo Reading etc… Comprehension Skills Focus and Check Comprehension After Reading Review and Feedback Review the Book Get feedback from Students – use feedback to help make future selections Class (Group) or Individual Activities - EXTENSIONS

17. EXTENSIONS Carefully thought-out extension activities are what make or break your ESL Classroom Make them fun, interesting, creative, supportive, and manageable for students. Gives reading a purpose and strengthens the skills learned from the story

18. Early Concept Skills Shapes Colors Numbers Letters Opposites

19. Research says… Learning basic concepts such as colors, shapes, and size is essential to early reading and math development. Being able to notice the specific attributes of two objects, which determine if they are similar or different (such as shapes) is necessary to noticing the difference in letter and number formation and sharpening one’s visual-spatial and descriptive skills.

20. Research says… Working with color and shape words is also critical for our ELL since many of the classroom directions involve these words. “Place your pencil on the red circle”; “Line up behind the yellow line”; “Put your finger on the blue star at the top of the page”.

21. Develop Fine-Motor Skills Ask children to trace each solid shape several times onto a large sheet of newsprint. Then have them practice drawing the same shape freehand. This is great practice for Chinese kids to learn how to draw the straight and round lines needed to write English letters

22. Language Development Distribute the shapes stencils to children. Ask one child at a time to read the shape name on his or her stencil and then look around the room to find an item that matches the shape. Ask other students to do the same. Make sentences. “This is a Rectangle” and “The door is a rectangle”. (add color words).

23. Background Knowledge Determine students’ background information about numbers. Guiding questions: How high can you count? What is the biggest number that you know of? Show me numbers on a number line.

24. Extension Activities Depending on the age of the children and their knowledge of numbers, start to introduce numbers above ten. Make collections of objects for the numbers 10-100 to show students the quantities that the numbers represent. Try to choose similar- sized objects so that students can make a visual comparison

25. Number Games Play "Ding or Dong": Students stand in a circle. The teacher reads a simple math problem to the first student. The student must answer within 10 seconds. If the student is correct, all the students yell "DING!" If the student is incorrect, the other students yell "DONG!" If the student is correct he/ she stays standing, if the student is wrong, he/ she sits down. The teacher goes around the circle, reading problems to each student, until only one or a few students are left standing. Alternatively, the students can go around the circle practicing counting by 1s, 2s, 3s, 5s, and 10s. If a student misses a number, he/ she sits down. Students challenge each other to see how high they can get.

26. Extension Activity Discuss the importance of numbers with the children. Tell them that numbers are everywhere. Go on a school Number Hunt. Create a list of things within the school for children to count. Suggestions are: teachers, students, water fountains, doors, fire alarms, book shelves, desks, chairs, windows, etc. Construct a poster with the students entitled, "How Many In Our School?" Write the numbers for each thing counted and have students illustrate the poster. Display the poster in the hallway.

27. Vocabulary Development Introduce students to language such as; More than, less than, much, many “Eight is more than Six.” “Three is less than seven.” “There are less dogs than cats at the park.” “Don’t use too much salt.” “There are many people at the zoo”.

28. Phonics and Rhyming Text Benefits: Phonemic Awareness Phonics + Word Families Vocabulary Predictive Text Rhyming Text Colorful pictures Motivating questions to keep students turning each page Content Area Studies: Language Arts and Science

29. Other Objectives: Students will research the names of baby animals. Students will classify animals. Students will research the names of animal groups. Students will create an original story that blends elements of fiction and nonfiction.

30. Before Reading Activities Introduce students to the vocabulary. You can write vocabulary words on index cards and place them around the room, or pair words with pictures. If you have ESL students, make sure that you introduce the vocabulary words to them a few days before the lesson. behave: how something acts cave: a dark and damp opening in the side of a hill or mountain feet: plural of foot; the part of the body that has toes graze: to eat grass throughout the day legs: the parts of the body that help you walk neck: the part of the body between the head and chest pocket: an opening on the body of a kangaroo where the joey stays whiskers: bristly hair on the face just beneath the nose

31. Activate Prior Knowledge Before you begin to read Find out what students know about babies Have students recall this knowledge or to learn important features before they start reading the book. Create a word web with the word "baby" as your anchor. Have students brainstorm a list of ideas related to infancy.

32. Baby loud kitten cute scared pony puppy cry hungry young small Ask Students why they choose these words to describe babies…Finding out WHY will help you assess their knowledge of the topic

33. Phonics Lesson What do Dave, gave, cave, behave all have in common? VCVe (Silent e) – Phonics Ladders

34. Phonemic Segmenting, Blending and Manipulation What’s the first sound you hear in Fred? Change the “f” to “s” and what do you get? What’s the first sound you hear in “on”? Now add “sw”. What do you get?

35. Extending the Vocabulary Lesson Explain to students that baby animals are usually called something different from the adult animals of the same species. Assign small groups of students a few animals from the book and ask them to research what the baby animals of these species are called. Dog  puppy Cat  Kitten

36. Animal Babies BatPup SwanCygnet (sig-nit) CowCalf SealPup LlamaCria (cree – ah) Kangaroojoey Have students create and label illustrations of the adult and baby animals.

37. Animal Classifications MammalsFishBirdsReptiles HorseTuneEagleSnake

38. Vocabulary Development Explain to students that a group of the same type of animal also has a special name. Provide a few examples: a school of fish; a pod of whales; a colony of bats. Students should create illustrations of the animals and label them

39. BeesHive CoyotesPack DolphinsPod HumansCommunity LionsPride PenguinsRookery (rook-uh-ree) SnakesBed turkeysrafter

40. Extension Activity Explain to students that a baby human is called an infant. Take a photo of each of your students and place them on a large table. Then have students bring in a baby picture of themselves. See if students can match the baby photo to the current photo.

41. Extension Activity - Writing In small groups have students write an original story entitled Is Your Papa a Panda? In this story a panda cub should approach the babies of the different animals not mentioned in the book and pose the question: "Is your papa a panda?" The baby animals should respond by saying no and giving a few details of the characteristics of what their papa looks like and how he behaves. Books should be illustrated. Have each group read their story to the class

42. High Frequency Words Friendship Shows how easy it is to make friends Simple language Slang Focus on High Frequency Words Total of 13 new words

43. 12 New High Frequency Words LookUpWellYes MeYouWhatWhy notnowhomuch

44. Extension Role Play the Story in Partners Write a journal about how you met a new friend (In their own VOICE) Write a character map using adjectives to describe your new friend Comprehension – Making Generalizations and Inferences Why do you think the boy had no friends? Have you ever made friends with someone you didn’t know? Do you think the first boy is friendly? Why?

45. SMART Big nose BRAVE Loud boy strong Canada funny Tall friendly sports Black Hair

46. Writing Traits Learn different parts of speech Adjectives Verbs Review Basic Concepts (Colors) Art Writing with a VOICE

47. Extension Activity Ask students to make a collage of pictures expressing different moods and emotions. Present to the class and see if other students can guess your emotion.

48. Teaching Writing with the 6 Traits IdeasThe main idea or topic sentence OrganizationHow is the writing organized to keep with the main idea Word ChoiceWhat words did you choose to compliment your main idea

49. Teaching Writing with the 6 Traits VoiceGives individuality to the writing. Sets the tone to the writing in support of the main idea Sentence Fluency How do your sentences flow? Conventions or Presentation How do you present your writing? Written, typed, as a book, article etc..Polish up your work.

50. Key Qualities of the Voice Trait The tone fits the purpose and the audience. The writer makes a powerful connection with the reader. The writing is expressive. The writing takes risks; it tries something new or different. The piece shows an excitement and energy about the topic.

51. Sample The bully ran over to little Johnny and with an angry face and a loud yell demanded little John to give him his lunch money. But little Johnny wasn’t scared. He stood firm with both feet flat on the ground. He turned to the bully, looked him straight in the eye and said “NO!”.

52. Voice Trait You wouldn’t use the same voice in a letter thanking your grandmother for a birthday gift that you would in a letter to a toy company because your toy broke. Understanding which voice to use, and when, is an important part of understanding the power this trait brings to your writing. If you want your readers to have an emotional response to your writing you have to write with a clear voice.

53. Pre-Reading Activity Ask students to cut out faces from magazines with nameable expressions such as happy, sad, worried, joyful, lonely and so on. Make a collage. Present and list all the emotion words they found. Extra…have them find and cut out letters to spell out the emotions.

54. Pre-Reading Activity Understanding emotions and knowing emotion words is key to using the voice trait. You have to understand your emotions, the character emotions and the readers emotions – what reaction do you want the reader to have?

55. Reading the Picture Book for the Voice Trait Read How you are Peeling? Foods with Moods to your students Make sure everyone can see the pictures as they are the best part of this book. Ask kids what they thought of the photographs – Discuss this. Examine a few pages and discuss.

56. Re-read and have students make the faces.

57. Think about it… What did you do in order to make those faces. Did you roll your eyes? Did you scrunch up your shoulders It’s this kind of telling details that help writers convey emotions and add voice to their writing.

58. Expressive Words Pick tow words form this list that you and your partner will act out. Try to pick words that are not a like. WorriedAngryConfidentExcited SurprisedGrouchyHappyAnxious DelightedSadBoldWhiny SillyJumpyJoyfulShy

59. David Goes to School Character Education School Manners Rules Friendship

60. Vocabulary Vocabulary Dictionary Word Walls Vocabulary Games - Taboo,

61. Taboo 1. Put students in teams of 2 –Allow students to pick teams –Pair weaker with stronger students 2. Give students vocabulary word cards 3. Student 1 gives definition to student 2 4. Student 2 gives word –(for more challenge uses it in a sentence)

62. Benefits of the Game As each team comes up to the front of the class they help the rest of the students review. Students love this game and are eager to win Stronger students help weaker students Do you want to try?????

63. http://www.wordsmyth.net/?mode=qm Use to make age appropriate story dictionaries Save on valuable prep-time Teach academic vocabulary to support lesson or picture book

64. Extension Activities A Character analysis of David –Use different adjectives to describe David Write a summary about the Food Fight in the Cafeteria –Comic strip or Journal entry Compare and Contrast David and Yourself Discussion: –Is David naughty? How do you know? What makes someone naughty? What will happen if you are naught in class? Would you be friends with David? Why or why not? How can we help David improve? Class Assignment : Classroom Rules

65. Picture Books vs Textbooks more vocabulary more sentence patterns picture support bridge to more content areas bridge to other themes – dive deeper more group discussions better assess students abilities improves reading, phonics skills improves comprehension skills grammar in context – less controlled and robotic

66. Read-A-Louds with Picture Books Humor Character Education Social Development Basic Commands Full of wonderful pictures and vocabulary

67. Read-A-Louds Remember to ask questions about every page and give students a chance to ask you a question if they want. Keep a poster paper of your discussions and review the book often.

68. Extension for David Books Activities: Take a page and label it with Label stickers to help build vocabulary You can pre-print the labels with phonics focus Students stick to the page Learn spelling and vocabulary at the same time No Chinese Needed to explain anything

69. Extra Support for all our Titles Visit www.scholastic.comwww.scholastic.com

70. Picture Books are More Than just a Story! They Help Kids Think, See, and Read! Presentation by: Mark Granic Education Manager, Scholastic Asia mgranic@scholastic.asia mgranic@scholastic.asia Sponsor: