Using Picture Books with Older Students
Hey Coach!
I want to use children’s picture books with my older students. Got any suggestions?
Sincerely,
Children’s Book Lover
Dear Children’s Book Lover,
With all the adult interest in young adult literature over the past few decades, it’s easy to forget that the most universal books of childhood are picture books. Research shows that teenagers have strong spikes in nostalgia and reminiscence when exposed to books they read before age 11. It’s time for classrooms to capitalize on this beloved tool of learning! Here are five ways to use picture books effectively.
Introduction to diverse cultures, people, and experiences
Over the last three decades publishers have demanded more representative books and a wider selection of biographical topics. Introducing students to these topics through children’s books makes them accessible and engaging, which can spark a deeper research project. For example, Take a Picture of Me, James VanDerZee! introduces students of all ages to a photographer of the Harlem Renaissance while also explaining some of the science of photography. For more ideas, check out the New Voices award winners.
Sensitive exploration of a difficult topic
A question on a recent AP U.S. History exam required students to analyze the lyrics to a Billie Holiday song, “Strange Fruit”, which protests lynchings in the south. When analyzing this primary source, teachers can use Gary Golio’s book about the topic to introduce it to students. At this time in our country and world, this book would be a perfect segue to discussions of racism and injustice. Check out more books by Gary Golio.
Analysis for essential content
One thing pictures books do well is distill all the aspects of a topic down to the very essential facts and state them clearly. Students can certainly Google George Washington to find out some basic facts about him, but a comparison of three or more children’s books about him will allow students to discern what multiple authors found important. A few suggestions: John, Paul, George and Ben by Lane Smith; Take the Lead, George Washington by Judith St. George; Big George by Anne Rockwell; Who was George Washington by Roberta Edwards.
Scaffolding for higher level skills
High school students are often stumped by SAT questions that ask about the tone of a passage. Is it disdainful? Is it morose? Is it threatening? Learning this skill is much easier if a student begins with picture books, where even the style of drawing can be a clue to tone.These types of activities work well with small groups. Try having the students read the book to each other and listen for the reader’s use of tone and inflection. You can craft lessons based on picture books to scaffold many higher level skills. Audio versions of picture books would be of additional help for special needs students to determine tone.
Learning by Creating
Writing and illustrating a children’s book covers multiple standards in a classroom, and students will remember both the content and the creative process long after other lessons have slipped their minds. Whether studying a process or a person, students must determine what is essential about the topic and explain it in the simplest form. When illustrations are added--whether hand drawn or digitally created--they are making an assessment about what needs to be emphasized and how best to do it. Finally, sharing their work with other students increases the reach of their work; it can motivate them to do quality work for themselves and their audience; and see that their product is useful. These types of activities align well with both face-to-face instruction and remote learning.
As educators, we can harness the power of children's literature to support learning for students of all ages. Don't let their tough or "too cool" exteriors fool you - even big kids love a read aloud!
All the best,
Coach
