Teaching Literacy through Historical Children’s Books
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Transcript of Teaching Literacy through Historical Children’s Books
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Teaching Literacy through Historical Children’s Books
Teaching Literacy through Historical Children’s Books
Presented byChristy G. Keeler, Ph.D.
Presented byChristy G. Keeler, Ph.D.
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Presented by Christy G. Keeler, Ph.D.
Complete a “K-W-L” on Literacy Integration
Complete a “K-W-L” on Literacy Integration
Literacy IntegrationWhat I Know What I Want to Know What I Learned
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Presented by Christy G. Keeler, Ph.D.
AgendaAgenda• Introduction
• Lecture: “Teaching Reading through Historical Picture Books”
• Break
• Lecture: “Teaching Writing through Historical Children’s Books”
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Teaching Reading through Historical Children’s BooksTeaching Reading through Historical Children’s Books
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Presented by Christy G. Keeler, Ph.D.
Reading Reading
“An instance of reading affords the opportunity to learn reading, to learn about
reading, and to learn through reading.”-Jerome Harst
“An instance of reading affords the opportunity to learn reading, to learn about
reading, and to learn through reading.”-Jerome Harst
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Presented by Christy G. Keeler, Ph.D.
Thinking about Integrating Literacy InstructionThinking about Integrating Literacy Instruction
• Always teach literacy skills• Always use cross-curricular standards-
based objectives tied• Seek active, reflective readers• Use high-interest content• Teach genre• Teach literacy before, during, and after
reading
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Presented by Christy G. Keeler, Ph.D.
Pre-ReadingPre-Reading• Have a purpose
• Prepare to read– Predict– Gather data– Confirm/dispel predictions
• Access prior knowledge (e.g., brainstorming, K-W-L)
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Presented by Christy G. Keeler, Ph.D.
Pre-Reading Example: ImagesPre-Reading Example: Images
• View primary source images or images from the book
• Teacher-guided knowledge construction
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Presented by Christy G. Keeler, Ph.D.
Pre-Reading Example: ImagesPre-Reading Example: Images
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Presented by Christy G. Keeler, Ph.D.
Pre-Reading Example: VocabularyPre-Reading Example: Vocabulary
• Use direct instruction• Use note cards
– Write vocabulary words on board– Students write words on note cards– Students predict definitions– As students identify words in context, they
write the correct definition and draw a picture
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Presented by Christy G. Keeler, Ph.D.
During ReadingDuring Reading• Read silently and aloud• Seek
– Important ideas– Clarification
• Teach– Note-taking– Questioning– Graphic organizers
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Presented by Christy G. Keeler, Ph.D.
Character
Acts:1. _________2. _________ 3. _________4. _________
Looks:1. _________2. _________ 3. _________4. _________
Feels:1. _________2. _________ 3. _________4. _________
Says:1. _________2. _________ 3. _________4. _________
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Presented by Christy G. Keeler, Ph.D.
EventWho How
When
Where Why
Significance
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Presented by Christy G. Keeler, Ph.D.
Chores
Pa Ma Laura
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Presented by Christy G. Keeler, Ph.D.
Biographies Attribute Web
Importance Behaviors Fears
Appearance FeelingsFeelings toward
Him/Her
Person’s Name
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Presented by Christy G. Keeler, Ph.D.
Con
Pro
Fir
st C
ho
ice
Con
Pro
Con
Pro
Sec
on
d C
ho
ice
Th
ird
Ch
oic
e
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Presented by Christy G. Keeler, Ph.D.
OutcomesOutcomes
Needs/Goals
Interactions
Interactive Frame
Corps of Discovery
Needs/Goals
Native Americans
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Presented by Christy G. Keeler, Ph.D.
During Reading Example: ActivitiesDuring Reading Example: ActivitiesModified from Colonial Williamsburg materials
• Use “Then and Now” T-charts– Children’s jobs/manners/play– Common foods
• Character journals
• Character cut-outs
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Presented by Christy G. Keeler, Ph.D.
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Presented by Christy G. Keeler, Ph.D.
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Presented by Christy G. Keeler, Ph.D.
After ReadingAfter Reading
• Small group discussion first– Discuss notes, questions, quotes– Revisit predictions
• Student control in whole group discussion
• Assess– Cross-curricular skills and objectives– Use alternative assessment methods
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Presented by Christy G. Keeler, Ph.D.
After Reading Example: Assessment OptionsAfter Reading Example: Assessment Options
• New lyrics for a well-known song
• Skits/Role-plays/Re-enactments
• Living Tableaus• Historical freeze frames• Illustrated timeline• Posters, murals, pictures• Annotated maps• Student written tests
• Collaborative Tests• Diary entries• Lists of important events• Charts/Graphic
organizers• Newspaper articles• Retell booklets• “What if…?” paragraphs• Bulletin board displays• Recycle stories from
pattern books
Modified from Colonial Williamsburg materials
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Presented by Christy G. Keeler, Ph.D.
BreakBreakElementary:
Complete a one minute quickwrite in the “L” column of the “K-W-L”
Secondary: Make a senses journal
I Live in San Francisco in 1853…
I see I hear I taste I feel I smell I think
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Teaching Writing through Historical Children’s BooksTeaching Writing through
Historical Children’s Books
Presented by Christy G. Keeler, Ph.D.
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Presented by Christy G. Keeler, Ph.D.
WritingWriting
Writing is a fundamental intellectual activity.Writing helps you learn content.
Writing clarifies content understanding.
-Steffens and Dickerson
Writing is a fundamental intellectual activity.Writing helps you learn content.
Writing clarifies content understanding.
-Steffens and Dickerson
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Presented by Christy G. Keeler, Ph.D.
Building Writing SkillsBuilding Writing Skills• Write often
• It is not necessary to write lengthy passages – Consider quickwrites
• Make writing a process
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Presented by Christy G. Keeler, Ph.D.
Writing Example: SummariesWriting Example: Summaries
• Prepare daily summaries
• Share summaries in pairs
• Check summaries for comprehension
• Share quality summaries as advance organizers
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Presented by Christy G. Keeler, Ph.D.
Writing Example: Journal Entry TypesWriting Example: Journal Entry Types
• Observation• Speculation• Questions• Awareness• Connections• Information• Synthesis
• Dialog with historical people or the teacher
• Revisit previous entries
• Problem posing or solving
From Toby Fulwiler
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Presented by Christy G. Keeler, Ph.D.
Writing Example: News MagazinesWriting Example: News Magazines
• Collaboratively create a news magazine• Each student is a feature editor
– Feature editor– Sports editor– Food and beverage editor– Lifestyles editor
• Use primary source quotes, pictures, drawings, and self-written text
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Presented by Christy G. Keeler, Ph.D.
Writing Example: Commemorative Stamp AlbumWriting Example: Commemorative Stamp Album
• Design 5 event stamps• Write about each stamp
– Letter written by an event participant– Diary entry of event participant– Article from a period newspaper– Report of facts– Leaflet/Flyer distributed at event– Narrative with dialog– Song memorializing the event– Poem (e.g., diamante)
Modified from Colonial Williamsburg materials
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Presented by Christy G. Keeler, Ph.D.
Writing Example: Bio-PoemsWriting Example: Bio-Poems
Line 1 — First nameLine 2 — Four adjectives describing him/herLine 3 — Who loved… (things, people, ideas)Line 4 — Who wanted… (things or ideas)Line 5 — Who is famous for… (things or ideas)Line 6 — Who would never…Line 7 — But who always…Line 8 — Who said… (direct quote)Line 9 — Four new adjectives describing him/herLine 10 — Last name
From Colonial Williamsburg materials
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Presented by Christy G. Keeler, Ph.D.
Biography Board
Illustration Timeline
Focus Question
Person’s Name
Illustration
Caption
Student Name
Quotes
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Presented by Christy G. Keeler, Ph.D.
Full Research Projects
(“How much do I have to write?”)
Full Research Projects
(“How much do I have to write?”)
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Presented by Christy G. Keeler, Ph.D.
Why teach research at the intermediate level?Why teach research at the intermediate level?
• Teach literacy skills (e.g., increased vocabulary)
• History Day
• Build self-esteem
• Cultivate good habits
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Presented by Christy G. Keeler, Ph.D.
Student MotivationStudent Motivation• Use
– Bright red pocket folders– Large data pages– Three highlighters for identifying details
• Yellow: Early Life• Pink: Young Adulthood• Green: Adulthood
• Provide– Collection of picture books– Refreshments– Examples of previous student work– Visits from former students/History Day winners
Based on the work of Delise Sanders and Nancy Polette
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Presented by Christy G. Keeler, Ph.D.
Project ComponentsProject Components
• Essay
• CD Cover
• Display (e.g., movie, tri-fold poster)– Include 5-8 primary sources– Presentation in costume
Based on the work of Delise Sanders and Nancy Polette
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Presented by Christy G. Keeler, Ph.D.
Suggestions for SuccessSuggestions for Success• Public library field trip• Parental buy-in• Prepare a calendar/checklist • Offer links to resources
– Identify credible and reliable sources– Link to primary sources/artifacts
• State archives
• National Archives
• National Historical Parks and Sites
– Visit grave sites/markers (http://FindAGrave.com)
Based on the work of Delise Sanders and Nancy Polette
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Presented by Christy G. Keeler, Ph.D.
Alternative IdeasAlternative Ideas• Butcher paper research papers• Prepare papers in teams• Scripted stories
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“On the Line”“On the Line”
Presented by Christy G. Keeler, Ph.D.
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Teacher’s GuideSamples
Teacher’s GuideSamples
Presented by Christy G. Keeler, Ph.D.
Exploration Books
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Teaching Literacy through Historical Children’s BooksTeaching Literacy through Historical Children’s Books
Dr. Christy Keeler(702) 577-2331
[email protected]://christykeeler.com
Dr. Christy Keeler(702) 577-2331
[email protected]://christykeeler.com