1. Children are more visually oriented than adults!
Picture books
Children are more visually oriented than adults!

2. Functions of illustrations
Setting, character development
Reinforce text
Alternative viewpoint
Plot development
Establish mood

3. Types of picture books ABC books Phonics
Phonemes: unit of sound (s-u-n; t-a-ble) units of sound in English; many consonant blends. may have different spellings (f, ph; j argon – g em)
Graphemes: spelling patterns; letter or letters that spell a sound (“gh-o-s-t”; “air”)

13. Types of picture books Best ABC books for building phonemic awareness:
Avoid complicated sounds (blends, silent letters) associated with target letter (cat vs. ceiling)
Easily identifiable objects with name beginning with letter
Concrete, singular names

14. Types of picture books Counting books Concept books
Participation books
Wordless picture
Predictable books

15. Types of picture books Beginning readers Picture storybooks
Engineered books
Board books

16. Visual elements Lines: diagonal, vertical
Shape: curved vs. angular, abstract vs. realistic
Color: mood (bright vs dark); cool vs hot colors (pensive v.) festive
Composition: object dominance (where should your eye go?)
Theme: conveyed through images?

17. Upcoming assignments Bridge to Terabithia: Essay mid-April. Copies?
LIterature circle II: Thursday Feb. 19, in class:
• Read aloud and critique each others' reading ability as if reading to children. Utilize the ideas in the “Text Talk” article in your discussion.
• Describe 5 aspects of the book that make it a good one for use in the classroom.
• What makes it high-quality? (Consider visual elements as they relate to the theme and plot; age range/appropriateness; etc.)
• Identify 5 literary devices used by the author and discuss how each works to convey the theme.

18. Upcoming assignments
Book talk assignment (Kinsey Elementary March 2-6). Reflective paper due Sunday March 8 via Canvas.
• Describe the book you chose. What made it appropriate for this age group? Why do you feel it would be a strong teaching tool for early or beginning readers?
Create a list of discussion questions to ask the children about the story. How did the children respond? Could they recall parts of the plot, or were they confused
Reflect on the experience of reading aloud to children, and reference concepts in the text and/or the supplementary readings (articles).