- Content Rating. Unrated. Warning – content has not yet been rated. Unrated apps may potentially contain content appropriate for mature audiences only.
- 14. Acrylic roller or pasta machine 15. Jewelry tool. Hope you'll like this video! I wish you inspiration and creative success! Sincerely, Ludmila.
- In fact, his rise from an unrated young player to one of the top players in. asses - the a-pawn - but of course that pawn was always a diversionary tool.. of a person, as they are certainly part of the success of a chess player.
- For work, we need these materials and tools : - Already… Tool with small, medium DOTS I wish you inspiration and creative success!
- Our extensive tools include leadership training los angeles, sexual harassment prevention, management consulting, coaching, outplacement, and e-Learning.
Picture Books as a Successful Learning Tool for Older Elementary School Students. 5 Sources Cited. Length: 1406 words (4 double-spaced pages). Rating: Red (FREE). Picture Books: Creating a Picture of Success in Older Students. Though commonly only viewed as learning materials for younger elementary-age students, picture books are an innovative and exciting teaching tool for older.
elementary-age students, too. In fact, picture books can even assist middle and high school students on their respective roads to success. By going “back to the basics,”. as Maybeth, a 3rd grader in Dicey’s Song by Cynthia Voigt did, young and old readers alike will again be struck with the delight and sheer power that picture books.
contain. These books help readers affectively—giving them pleasurable experiences with reading and boosting their self-concept; these books help readers culturally and. socially—giving them examples of different ethnicities and personalities and those particular ways of life; and these books also help readers cognitively—giving them. needed reading experiences that will lead to more successes in the future. Voigt’s example, though perhaps not the intentional theme of her book, is very clear: the. implementation of picture books into a curriculum will have enormous effects on students of any age.
In the article, “Look again: Picture books are more than pictures,” Martha Belden outlines four general areas of self-concept that are spoken to by picture. books. First, picture books help students develop an awareness of their bodies. Books dealing with body language, such as Face Talk, Hand Talk, Body Talk by Sue.
Castle (1977), and books dealing with kinesthetics, such as Look What I Can Do (1971) by Jose Aruego, illustrate some of the body’s abilities. Belden claims, “The. way a child learns what the body can do shapes his or her feelings, attitudes, and values about him- or herself” (1985, p. 58).
Becoming aware of their own bodies will. be the beginning (and perhaps the core) of some students’ future self-concepts.
These same picture books also teach students to be content with who they are. Though.
their bodies may not be perfect, students can be assured that everyone experiences insecurities. In One Dragon to Another (1976), a caterpillar wants to be a dragon.
and blow smoke rings, but finds that he can only fly (a disappointing loss). This picture book illustrates that students may not be exactly who they want to be, but. they can be content with who they are; in the conclusion of the story, the caterpillar and dragon both delight in their unique abilities. These unique abilities lead to the.
third area of self-concept that picture books boost: developing a sense of achievement. The caterpillar is special, just like all students, and he can use his special gifts, though perhaps not the ones he wants, to achieve great things in life. Lastly, picture books also help students learn to cope with problems and/or change. By following short stories of personal growth from characters in picture books, all students, no matter their ages, can see the process of coping with failure and disappointment. The power of picture books is further magnified, because the affective displays of children who read these books are externally evident, as well—not just. internal changes in students’ self-concepts.
Patricia Reilly Giff, in the same article, proposed the idea of reading books to younger elementary-age students to her. third-grade “remedial readers. ” Her students replied with an emphatic “NO.
” They were not yet comfortable enough in their own reading self-concepts to read to. someone else. Giff implemented a picture book sharing program with her students, sharing and discussing each day the books the students had read. She states, “The. children acquired a confidence in their reading ability they’d never had before” (1985, p.
57). This recently obtained confidence was evident when Giff again proposed.
the idea of reading to younger students—this time, students agreed to the task. Picture books are more than pictures, they teach students both internally, through four. self-concept areas and externally, through confident displays of reading ability.
Picture books also serve to acculturate students with new ethnicities and social interactions. They allow students a brief glimpse into another’s way of life. Instead of reading about other cultures in textbooks, usually consisting of a listing of facts, students may choose to delve into “a new land” in picture books—seeing how students their own age act in different cultures. These picture books provide a wonderful array of illustrations to accompany the text, which leads to the better enjoyment of learning about culture. In addition, many picture books’ illustrations are reminiscent of a certain culture. Lois Ehlert uses African themes in several of her folklore stories. This design may make it easier for students to connect a certain culture with the art they recognize.
Textbooks are not always the best sources for information about new cultures; picture books are widely becoming equal sources for this type of learning. Teachers should strive to integrate multiculturalism into their classroom. Using picture books will definitely accomplish this goal. Finally, picture books inspire and motivate students cognitively. As Susan Hall states: “Regardless of age and grade level, students, even older ones, need. careful step-by-step learning experiences when comprehending a new concept” (1990, p.
v). The difference in students’ abilities to read, no matter their grade level. will be evident after reading picture books. These books can teach topics such as alliteration, poetry/rhyming words, irony, symbols, and countless other literary devices, which are usually taught in older-elementary and middle-school classrooms.
Using Picture Storybooks to Teach Literary Devices (1990) displays the effects that reading picture books has on students’ abilities to discern and use these newly learned literary devices. Hall claims that though many educators feel literature begins where.
picture books end, the opposite is actually true. The slim amount of words in picture books does not impede their effect on the learning of literary devices. For example. students can learn alliteration in Slowly, Slowly, Slowly, Said the Sloth by Eric Carle (2002) and inference in Miss Nelson is Missing! by Harry Allard (1985), both short. picture books with powerful learning examples.
Terry Miller cites examples of using picture books to help her students with new vocabulary. She claims that by the. middle-level grades, “most new vocabulary is learned through reading, rather than verbal communication” (1998, p.
377). For students who may not be on their target. reading level, picture books are the ideal tool to help them with learning new vocabulary. However, picture books help students in all content areas, not just reading.
For example, in mathematics, students can learn multiplication using Anno’s. Mysterious Multiplying Jar by Mistumasa Anno (1999) and fractions using Give Me Half! By Stuart J. Murphy (1996).
These concepts are definitely not taught in the younger elementary-age curriculum. Uses for picture books in other content areas include science/technology, social studies, and health.
Cyndi Giorgis lists picture books that focus on historical issues, slavery, Westward expansion, the Holocaust, etc. She further adds: “Teachers searching for books to support the discussion of societal. issues…will find picture books that present these difficult topics in a powerful format that is meaningful and accessible to all students” (1999, p. 52). Terry Miller gives. numerous examples and says that it is extremely appropriate to use picture books as a “rich source of learning and enjoyment,” and that “in the case of quality picture. books…the inherent learning value remains, not only for early adolescents, but for people of all ages” (1998, p.
382). In conclusion, picture books are more than pictures…they are even more than just simple stories…picture books have the power to change students’ lives. They can have overwhelming influences on students’ affective, cultural/social, and cognitive learning abilities.
Susan Hall says that picture books “may, at best. ultimately lead to enhanced reading pleasure and discriminating literary tastes, objectives which surely must find advocates among those working in the educational. setting!” (1990, p. vi). The goal of teaching is life-long learning. More educators should strive to teach their students, both young and old, to become life-long learners.
by taking advantage of the powerful “picture” that these books present to all students. Giff, P. Belden, M.
Rossi, M. (1985). Look again: Picture books are more than. pictures.
Instructor, 95(2), 56-8, 61-2. Giorgis, C. (1999). The power of reading picture books aloud to secondary students.
The Clearing House, 73(1), 51-3. Hall, S. (1990). Using picture storybooks to teach literary devices. Phoenix, AZ: Oryx Press. Halls, K.
(2003). When picture books grow up. Book Links, 12(5), 51-4. Miller, T. (1998).
The place of picture books in middle-level classrooms. Journal of.