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    Visual: Literary Picture Books Can Provide A Stress-Free Beginning

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    Joanne Lian Li Fang
    This document discusses various ways that picture books can support language development for young learners. It notes that picture books provide context that can aid in language acquisition. Developing skills like inferring, comparing images, and discovering different meanings and interpretations in pictures are important for learning. Picture books expose children to sophisticated content through images even if the text is limited. They also promote visual literacy and critical thinking skills. The document then discusses various language learning potentials that can be developed through activities like storytelling, role playing, vocabulary building, reading, and writing based on picture books.

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    Visual: Literary Picture Books Can Provide A Stress-Free Beginning

    Uploaded by

    Joanne Lian Li Fang
    21 views29 pages
    This document discusses various ways that picture books can support language development for young learners. It notes that picture books provide context that can aid in language acquisition. Developing skills like inferring, comparing images, and discovering different meanings and interpretations in pictures are important for learning. Picture books expose children to sophisticated content through images even if the text is limited. They also promote visual literacy and critical thinking skills. The document then discusses various language learning potentials that can be developed through activities like storytelling, role playing, vocabulary building, reading, and writing based on picture books.

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    This document discusses various ways that picture books can support language development for young learners. It notes that picture books provide context that can aid in language acquisition. Developing skills like inferring, comparing images, and discovering different meanings and interpretations in pictures are important for learning. Picture books expose children to sophisticated content through images even if the text is limited. They also promote visual literacy and critical thinking skills. The document then discusses various language learning potentials that can be developed through activities like storytelling, role playing, vocabulary building, reading, and writing based on picture books.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    21 views29 pages

    Visual: Literary Picture Books Can Provide A Stress-Free Beginning

    Uploaded by

    Joanne Lian Li Fang
    This document discusses various ways that picture books can support language development for young learners. It notes that picture books provide context that can aid in language acquisition. Developing skills like inferring, comparing images, and discovering different meanings and interpretations in pictures are important for learning. Picture books expose children to sophisticated content through images even if the text is limited. They also promote visual literacy and critical thinking skills. The document then discusses various language learning potentials that can be developed through activities like storytelling, role playing, vocabulary building, reading, and writing based on picture books.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 29

    Visual

    Literary picture books


    can provide a stress-
    free beginning.
    Children are good at
    finding meanings in
    pictures, and
    teachers can help
    children discover
    their abilities.

    Developing
    language and
    aesthetic awareness
    The verbal text is seen as central, the pictures as motivating
    and supportive.

    A verbal text that is pattern-driven (e.g. with repetition and
    rhyme) and therefore predictable will effectively aid
    childrens language acquisition (Linse 2006, 75-77).

    The contribution of
    picture books to
    childrens personal
    growth
    Looking at complex pictures, children wonder, compare,
    discover, infer and comprehend.

    These are central concerns of literary reading, the need to
    infer, which is a key skill for all learners to develop more
    widely (Hall 2005, 21).

    To encourage this skill, teachers can choose picture books
    that suggest different meanings and interpretations.
    What Do Bugs Dream
    About
    The boy who cried wolf

    Sophisticated
    content but often
    very few words
    Picture books such as this are multi-layered; the reader is
    invited to read and re-read them, each time discovering
    something new.

    This puts the young readers in charge of the story, and
    children often out-perform the teacher in discovering clues
    in the pictures.

    Children gain pleasure in their insightful response to literary
    texts.

    Irony and visual
    literacy
    The competence of visual literacy means an awareness of
    how pictures may influence and manipulate the viewer.

    An understanding of irony, saying one thing, and meaning
    something else, is valuable training in critical insight.

    Gaps encourage thinking skills: this gives children the
    opportunity to create meaning.



    Friends in childrens
    books

    It combines outstanding pictures with a serious
    examination of the relationship between man and animals,
    and the concept of keeping animals in cages.

    The emotional power of Zoo is due to the persuasive
    pictures, encouraging even the inexperienced reader to
    bond with the silent animals, and given sufficient time
    achieve a critical distance to the squabbling human visitors
    at the zoo.

    Fairy tales and
    larger-than-life
    characters
    Fairy tales belong to folk culture, exist in different retellings,
    and demonstrate admirably how stories may mean different
    things to different people at different times.

    First and foremost it is necessary to motivate children to
    read at all.

    This is where the sparkling, larger-than-life characters of
    childrens stories can help.

    Perhaps it is the excessive nature of many characters and
    stories that makes them so appealing.

    Intercultural literacy
    Interaction with picture books above-all with the pictures
    becomes a key to unlock new understanding.

    Literature is a highly expressive carrier of cultural meaning.
    Sawyer (2004) states that when considering language, one is concerned
    with ABCs, colour words, word patterns, sequencing, solving puzzles,
    rebus writing, labelling, name learning, literature, picture dictionaries,
    listening, etc.
    Language Learning Potentials
    A device that can link and
    integrate two or more
    components to make
    meaningful language learning
    potentials.
    Storytelling
    Role play &
    Dramatisation
    Vocabulary Writing Reading
    Rosenblatts theory
    (1978), reading is a
    process of taking from the
    text or story only what is
    put or printed in the text
    or story.

    Reading would be easier
    for young learners if the
    story or text is to their
    language level and
    indirectly would create
    the reading interest in
    them.
    Reading
    Target group: Standard Two

    Content standard: By the end of the 6 year
    primary schooling, pupils will be able to read
    independently for information and enjoyment.

    Standard contents: 2.3.1 Able to read simple
    texts with guidance: a) fiction
    Once upon a time, there was a little girl named Goldilocks.
    She went for a walk in the forest. Pretty soon, she came
    upon a house. She knocked and when no one answered,
    she walked right in.
    The young learners
    tend to assimilate or
    adopt what they like
    of what they read and
    hear and later build up
    their writing skills.

    They are well
    equipped with the
    writing skills and are
    able to convey ideas
    based on the stories
    and the texts that they
    have read.
    Writing
    Target group: Standard Two

    Content standard: By the end of the 6 year
    primary schooling, pupils will be able to write
    using appropriate language, form and style for a
    range of purposes.

    Standard contents: 3.2.2 Able to write with
    guidance: a) simple sentences

    Write a different
    ending to this story.
    Pretend that you can
    fly whenever you
    wanted. Where
    would you go?
    Describe your 1
    favourite character
    with 5 adjectives
    based on the story.
    Knowing vocabulary words is
    key to reading
    comprehension.

    The more words a child
    knows, the better he or she
    will understand the text.

    Teachers can teach
    vocabulary directly or
    indirectly.
    Vocabulary
    To ensure mastery of more complex words and
    concepts, you might want to follow these six ESL steps:

    1. Pre-select a word from an upcoming text or
    conversation.
    2. Explain the meaning with student-friendly
    definitions.
    3. Provide examples of how it is used.
    4. Ask students to repeat the word three times.
    5. Engage students in activities to develop mastery.
    6. Ask students to say the word again.

    Role-play is any speaking activity
    when you either put yourself into
    somebody else's shoes, or when you
    stay in your own shoes but put
    yourself into an imaginary situation!

    Jeremy Harmer advocates the use of
    role-play for the following reasons:
    It's fun and motivating
    Quieter students get the chance to
    express themselves in a more
    forthright way
    The world of the classroom is
    broadened to include the outside
    world - thus offering a much wider
    range of language opportunities

    Role play
    /
    Dramatisation
    Storytelling is a unique
    way for students to
    develop an
    understanding,
    respect and
    appreciation for other
    cultures, and can
    promote a positive
    attitude to people
    from different lands,
    races and religions.


    Storytelling
    Other benefits of using storytelling in the
    classroom

    Stories..

    Encourage active participation


    Increase verbal proficiency


    Enhance listening skills

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