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.

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

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”

Teaching Reading through Historical Children’s BooksTeaching Reading through Historical Children’s Books

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

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

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)

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

Presented by Christy G. Keeler, Ph.D.

Pre-Reading Example: ImagesPre-Reading Example: Images

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

Presented by Christy G. Keeler, Ph.D.

During ReadingDuring Reading• Read silently and aloud• Seek

– Important ideas– Clarification

• Teach– Note-taking– Questioning– Graphic organizers

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. _________

Presented by Christy G. Keeler, Ph.D.

EventWho How

When

Where Why

Significance

Presented by Christy G. Keeler, Ph.D.

Chores

Pa Ma Laura

Presented by Christy G. Keeler, Ph.D.

Biographies Attribute Web

Importance Behaviors Fears

Appearance FeelingsFeelings toward

Him/Her

Person’s Name

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

Presented by Christy G. Keeler, Ph.D.

OutcomesOutcomes

Needs/Goals

Interactions

Interactive Frame

Corps of Discovery

Needs/Goals

Native Americans

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

Presented by Christy G. Keeler, Ph.D.

Presented by Christy G. Keeler, Ph.D.

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

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

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

Teaching Writing through Historical Children’s BooksTeaching Writing through

Historical Children’s Books

Presented by Christy G. Keeler, Ph.D.

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

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

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

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

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

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

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

Presented by Christy G. Keeler, Ph.D.

Biography Board

Illustration Timeline

Focus Question

Person’s Name

Illustration

Caption

Student Name

Quotes

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?”)

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

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

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

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

Presented by Christy G. Keeler, Ph.D.

Alternative IdeasAlternative Ideas• Butcher paper research papers• Prepare papers in teams• Scripted stories

“On the Line”“On the Line”

Presented by Christy G. Keeler, Ph.D.

Teacher’s GuideSamples

Teacher’s GuideSamples

Presented by Christy G. Keeler, Ph.D.

Exploration Books

Teaching Literacy through Historical Children’s BooksTeaching Literacy through Historical Children’s Books

Dr. Christy Keeler(702) 577-2331

christy@keelers.comhttp://christykeeler.com

Dr. Christy Keeler(702) 577-2331

christy@keelers.comhttp://christykeeler.com