LITERATURE CIRCLE GUIDE: HOW DO ILLUSTRATIONS HELP TELL A STORY? 1

Literature Circle Guide How Do Illustrations Help Tell a Story?

(Grades Pre­K to 1)

Diamond Groce Laura Shipman Jennifer Mager

2015

LITERATURE CIRCLE GUIDE: HOW DO ILLUSTRATIONS HELP TELL A STORY? 2

How to Use This Guide:

This guide was created by teachers and should be used with picture/wordless books. The

purpose of this guide is for students to understand that pictures tell a story. The guide uses two books, Lion, Lion and Flashlight. This guide includes an overview, daily lesson plans, attachments needed for each lesson, top 20 book list, and teacher tips. It is divided into six days. Each lesson should last approximately 30­40 minutes. Prior to using this guide students should be familiar with literacy circles and know their group number. A lesson plan overview is included below. It can be used as a quick reference. Detailed lesson plans are listed below the “overview” by day. The majority of time for each lesson should be spent in whole group. Directions for literacy circles should be clearly written on the board. As the facilitator, you must walk around the room during literacy circle time to ensure students are on task. Use a clipboard and rubric to record who is on task and who needed additional support.

Teacher Tips for Sharing Wordless Picture Books:

Recognize that there are no "right" or "wrong" ways to read a wordless book. One of the wonderful benefits of using wordless books is how each child creates his own story (or stories!) from the same pictures.

Spend time looking at the cover and talking about the book's title. Take a "picture walk" through the pages of the book. Enjoy the illustrations, which are

often rich with detail. Look carefully at the expressions on characters' faces, the setting and the use of color. Talk to each other about what you see. These conversations will enrich the storytelling.

Enjoy the pictures and point out a few things, but don't worry too much about telling a story yet. Just enjoy the pictures and get a sense of what the book is about.

Go back through the book a second time and get ready for some great storytelling! Consider going first and acting as a model for your child. Ham it up! Have characters use different voices, add sound effects and use interesting words in your version of the book.

Encourage your child to "read" you the book with his story. Focus on the words your child uses when he tells the story. Help your child expand his sentences or thoughts by encouraging him to add information from the illustration's details. One way to encourage more details is by asking "W" questions: Who? Where? When? Why?

Finish your wordless book sharing by asking a few simple questions: What pictures helped you tell the story? What was your favorite part of your story?

Retrieved from http://www.readingrockets.org/article/sharing­wordless­picture­books

LITERATURE CIRCLE GUIDE: HOW DO ILLUSTRATIONS HELP TELL A STORY? 3

Summary of Lion, Lion

Lion, Lion was written by Miriam Busch and illustrated by Larry Day. It was published by Balzer & Bray on September 30, 2014. The book is available in print or electronic media. The ISBN numbers are 0062271040 and 978­0062271044. This story is appropriate for children ranging from 4 to 8 years old or Preschool to 3rd grade. There are 32 pages packed with hilarious illustrations and funny phrases. In the story, a little boy is looking for Lion. Lion is hungry and looking for lunch. As you read further in the book you will discover that the little boy tricks the Lion to find his missing pet. The story uses various kinds of animals to help him find his pet. The ending is full of surprises and wonderment.

Summary of Flashlight

Flashlight was written and illustrated by Lizi Boyd. It was published by Chronicle Books on August 12, 2014. The book is available in print or electronic media. The ISBN numbers are 1452118949 and 978­1452118949. This story is appropriate for children ranging from 2 to 9 years old or Preschool to 2nd grade. This wordless picture book has 40 pages. The story starts with a little boy camping in the woods at night. Being in the dark can be scary but not if you have a flashlight. He uses his flashlight to see the animals in the woods. A pesky raccoon hides from the light of the flashlight until the little boy trips and drops it. Raccoon picks up the flashlight and shares it with his animal friends.

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Lesson Plan Overview

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

Standards CC.1.2.K.GCC.1.2.1.G

CC.1.2.K.G CC.1.2.1.G CC.1.2.K.H CC.1.2.1.H

CC.1.2.K.G CC.1.2.1.G CC.1.2.K.H CC.1.2.1.H

CC.1.2.K.G CC.1.2.1.G CC.1.2.K.H CC.1.2.1.H

CC.1.3.K.C CC.1.3.1.C CC.1.2.K.G CC.1.2.1.G

CC.1.6.K.A CC. 1.6.K.B, CC. 1.6.1.A, CC. 1.6.1.B

CC.1.2.K.G CC.1.2.1.G CC.1.2.K.I CC.1.2.1.I

Objective Students will use illustrations to describe and retell a story.

Students will evaluate a story’s illustrations by detailing how the illustrations help the story make sense.

Students will evaluate a story’s illustrations by explaining why or why not elements were left out of the illustrations.

Students will evaluate illustrations by looking for illustrated patterns.

Students will use illustrations to tell a story and compare their perspectives to the actual story.

Students will listen to Lion, Lion, and illustrate what they hear in the story.

Students will compare and contrast the stories Lion, Lion and Flashlight.

Task Students will picture walk through the book and tell the story as it unfolds on the pages.

Students will evaluate book illustrations based on the story details displayed in the drawings.

Students will examine book illustrations looking for content the should be excluded or added to help the story make sense.

Students will look for patterns in story illustrations that help the story make sense.

Students will tell the first half of the story using only illustrations, then read the story and compare their initial perspectives to the actual story.

Students will understand words have meaning by completing a sentence starter and illustration.

Students will complete a Venn Diagram, comparing and contrasting the books Lion, Lion and Flashlight.

Whole Group Mini lesson

*review prerequisite skills needed Picture walk Reading illustrations

Introduce anchor chart tilted Readers ask evaluating questions practice evaluating illustrations

anchor chart tilted Readers ask evaluating questions practice evaluating illustrations

Introduce anchor chart tilted Readers ask evaluating questions practice evaluating illustrations

Looking at the first page in the story, have the words covered up with post­it notes, and model thinking aloud about what the author could have written on the page.

*Finish the sentence starter(Day 6.1) “I like ___ pizza.”

Guide students to share the most obvious difference between the two stories: that one has words and the other does not. Add that to the Venn Diagram. Re­read both stories to the students.

Small Group Practice

In literacy groups students will

Students will share opinions on the stories

Students will share opinions on the stories

Students will look for illustration

In groups of 2­3 have students read the actual

In literacy groups, students will

In groups of 2­3 have students discuss what

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mini lesson

picture walk through the book and tell story as it unfolds on page

illustrations using handout, then picture walk the story answering the question does the story make sense with group members

illustrations using handout, then picture walk the story answering the question does the story make sense with group members

patterns throughout the book with their literacy groups.

words in the first half of the book (ending with, “Well, then. Flowers?”) and discuss how the book was different from what they predicted.

illustrate the ending of the book using the paper labeled “Lion?” (Day 6.2) and explain rationale for the illustration.

they discovered was the same and different in the two books.

Resources Needed

Flashlight, chart titled How Do Illustrations Help Tell Stories big book of familiar story, copies of fourth opening, crayons

Flashlight nonsense drawing (teacher made to share with class) anchor chart: Readers Ask Evaluating Questions question on sentence strip, copies of the fifth opening, magnifying glasses and crayons

Flashlight drawing with little story detail and a drawing with ample story detail anchor chart: Readers Ask Evaluating Questions question on sentence strip, copies of the fifth opening, magnifying glasses and crayons

Flashlight anchor chart: Readers Ask Evaluating Questions question on sentence strip and magnifying glasses

Lion Lion, Illustrations vs. Text Chart (Day 5), chart drawn on board,

Lion Lion book, paper, crayons, pencils. rubric, clipboard, sentence starter (Day 6.1), and “Lion?” paper (Day 6.2)

Lion Lion, Flashlight, Venn Diagram

*Time Frame: 30­40 minute daily lessons, for 7 days

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Day 1 Flashlight

Objective­ Students will use illustrations to describe and retell a story.

Standards: CC.1.2.K.G, CC.1.2.1.G

Activating Schema:

Today we are going to start our literature circle groups. As we read and explore our books the big question we will answer is “how do pictures help us tell a story?” Introduce the anchor chart titled How Do Illustrations Help Tell Stories?, next have students brainstorm possible ways illustrations help tell a story Note: do not write on the chart

Mini Lesson

Model: Using a big book or poster, take an illustration from a story that is familiar to the students and tell the story through the illustration (black out or cover the words). As you tell the story note the characters and the setting. only tell the story that is on the page.

Guided Practice Picture walk through the first 3 pages and call students up to practice telling the story using the illustrations (remind the students to only tell what what is pictured). Next, introduce a photocopy of the fourth opening of the book. Explain to students that before they get into their literacy circle you want them to practice telling the story by themselves. Give students a copy of the fourth opening and send them to their seats. Ask students to: tell the story on the page to themselves highlight three items on the page

Small Group Practice

In groups of 2­3 have students share their stories of the fourth opening. Next have them picture walk the rest of the book, taking turns examining the illustration and telling the story to each other.

Close

Come back together as a whole group and invite a few small groups to tell the story that unfolds in one opening.

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Next, ask the question how did the illustrations help tell the story. take all sensible questions and add them to the chart titled How Do Illustrations Help Tell Storiesguide the conversation to include details about about the setting and characters and story.

Extension Writing Activity

Using a sentence starter, students will write one to two sentences explaining what they thought was happening in the fourth opening of the book. Sentence Starter: In the 4th opening of the book, I saw __________.

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Day 2 Flashlight

Objective­ Students will evaluate a story’s illustrations by detailing how the illustrations help the story make sense.

Standards: CC.1.2.K.G, CC.1.2.1.G,

Activating schema:

The last time we met in literature circles we discussed how illustrations helped tell stories. Next go over the chart titled How Do Illustrations Help Tell Stories.

Mini Lesson

Model:

Today students we are going to be illustration evaluators. Evaluators judge how good something is. All good readers evaluate what they read. One question evaluators ask themselves while reading is, does this make sense? Next, ask students why is it important for illustrations to make sense while reading? Lead the students in a quick discussion about illustrations and their importance to helping a story make sense. Now show children your nonsense drawing and ask them to tell the story that unfolds on the page. Lead students discussion to explain the illustration does not make sense because it is missing many details. Next, introduce the anchor chart titled Readers Ask Evaluating Questions and place the sentence strip that reads, Does it make sense? on the chart. Next, turn to the first opening and use the questions listed above to evaluate the illustrations.

Guided Practice Using the second and third opening of the story invite students to be book evaluators. Guide them by asking the questions listed above as the examine the pages. Note: lets students know they may or may not find details in the illustration that do not make sense. However they must be able to back up their findings.

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Next, using a photocopy of the fifth opening have students return to their seats and evaluate the pages. Have students circle parts of the pictures they believe don’t make sense to discuss in their groups small groups later.

Small Group

Practice In groups of 2­3 have students picture walk the rest of the book taking turns examining the illustration and telling the story to each other.

Close

Come back together as a whole group and invite a few small groups to share if they thought the illustrator did a great job telling the story or if the story needs more detail to make sense. Next, take out the chart titled How Do Illustrations Help Tell Stories and ask students if there is anything else we can add to the chart. while taking all reasonable answers guide the conversation to include good illustration help a reader make sense of a story.

Extension Writing Activity

Using a sentence starter, students will write one to two sentences about their evaluation of the illustrator. Sentence Starter: I thought the illustrator did/did not do a good job telling the story because ____________.

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Day 3 Flashlight

Objective­ Students will evaluate a story’s illustration by explaining why or why not elements were left out of the illustrations.

Standards: CC.1.2.K.G, CC.1.2.1.G,

Activating schema:

Review the anchor chart titled Readers Ask Evaluating Questions. briefly discuss the first question listed on the chart.

Mini Lesson

Model:

Today students we are going to continue being illustration evaluators. Remember evaluators judge how good something is, and all good readers evaluate what they read.The last time we met we talked about the questions evaluators ask themselves. The first question we discussed was, does it make sense? Remember if the illustrations don’t make sense in a story the reader will not be able to understand it. Another question that evaluators ask themselves while reading is, is there something missing? Lead the students in a quick discussion about illustration details. Explain that details help readers understand more about a what is going on in a story, and they help describe story characters and setting. Now, show the students your first drawing with just a basic character holding a pizza, and ask students to tell the story. Next, ask the students if something was missing from the story. take down all seasonable student answers on the board. Then, show the students your drawing with added detail and ask them to tell the story. Next, ask why telling the story this time was easier? Now, place the sentence strip that reads, Is there anything missing? on the anchor chart Next, turn to the first opening and use the questions listed above to evaluate the illustrations.

Guided Practice Using the fourth and fifth opening of the story invite students to be book evaluators. Guide them by asking the questions listed above as they examine the pages. Next, using a photocopy of the sixth opening have students return to their seats and evaluate the pages. Have students circle parts of

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pictures they think may be missing important detail to discuss in their groups small groups later.

Small Group

Practice In groups of 2­3 have students picture walk the rest of the book taking turns examining the illustration and telling the story to each other.

Close

Come back together as a whole group and invite a few small groups to share if they thought the illustrator did a great job with the drawings or if they felt some details were left out. Next, take out the chart titled How Do Illustrations Help Tell Stories. and ask students if there is anything else we can add to the chart. while taking all reasonable answers guide the conversation to include good illustration help a reader make sense of a story.

Extension Writing Activity

Using a sentence starter, students will write one to two sentences explaining why it is important for an illustrator to include important details. Sentence Starter: If an illustrator is missing important details, this is good/bad because ______________.

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Day 4 Flashlight

Objective­ Students will evaluate illustrations by looking for illustrated patterns.

Standards: CC.1.2.K.G, CC.1.2.1.G,

Activating schema:

Review the anchor chart titled Readers Ask Evaluating Questions. briefly discuss the question listed on the chart.

Mini Lesson

Model: does it make sense is there anything missing are there any patterns

The last time we met we talked about the questions evaluators ask themselves, today we will continue being illustration evaluators. Remember evaluators judge how good something is, and all good readers evaluate what they read. The two question evaluators ask themselves that we discussed are: does it make sense? and is it missing anything? Another question evaluators ask themselves while reading is, are there any patterns? Ask students to define what a pattern is, lead their definition to include something that happens repeatedly. Now ask why finding a pattern in a stories illustrations may be helpful to a reader? Next, explain that finding patterns while reading helps make a story predictable. Which is especially useful in a story with no words.

Guided Practice Using the the first four openings of the book have students practice examining the pages for patterns. As students claim to find patterns in the book neither agree or deny their claims, respond by telling them we will not know if they are true patterns until we reach the end of the story.

Small Group

Practice In groups of 2­3 give each students a magnifying glass and have them picture walk the rest of the book examining the illustrations for patterns.

Close

Come back together as a whole group and invite a few small groups to point out and explain a pattern they found in the story. Next, take out the chart titled How Do Illustrations Help Tell Stories and ask students if there is anything else we can add to the chart. while taking all reasonable answers guide the conversation to include good illustration help a reader find patterns in a story.

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Extension Writing Activity

Using a sentence starter, students will write two sentences explaining a pattern they observed in a different book. Sentence Starter: Just like in Flashlight, I have seen patterns in other books. In __________, a pattern I noticed was ________.

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Day 5 Lion, Lion

Objective: Students will use illustrations to tell a story and compare their perspectives to the actual story.

Standards: CC.1.3.K.C, CC.1.3.1.C, CC.1.2.K.G, CC.1.2.1.G

Activating schema:

Teacher: “Remember when we created words for the storyFlashlight? Today we are going to do the same thing with the story Lion, Lion.” Show the title page in Lion, Lion and ask for volunteers to describe what they see and what they think is happening. (Take 2 volunteers.)

Mini Lesson

Model: Looking at the first page in the story, have the words covered up with post­it notes, and model thinking aloud about what the author could have written on the page.

Guided Practice: Picture walk through the rest of the first half of the book (ending with, “Well, then. Flowers?”) and have students practice telling the story that they think is happening, using only the illustrations (call on different students to share their thoughts on different pages). The teacher should have the Illustrations vs. Text chart drawn on the board, with 2 columns. The left column is what the students thought would happen based on the illustrations, and the right column is what actually happened in the book and how it was different. Fill in the left column of the chart as students share.

Small Group

In groups of 2­3 have students read (with an adult, if possible,) the actual words in the first half of the book (ending with, “Well, then. Flowers?”) and discuss how the book was different from what they predicted.

Close

Come back together as a whole group and invite each small group to share what they discussed as a group. Fill in their answers in the right column of the chart.

Extension Writing Activity

Using a sentence starter, students will write two sentences, identifying how one part of the story was different (after reading the words) from what they were expecting, based only on the illustrations.

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Sentence Starter: Before I read Lion, Lion, I thought ________. After reading the story, I learned that _______.

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Day 6 Lion, Lion

Objective­ Students will listen to Lion, Lion, and illustrate what they hear in the story.

Standards: C.C. 1.6.K.A., 1.6.K.B., 1.6.1.A., 1.6.1.B

Activating schema:

Reread the beginning of Lion, Lion, stopping at, "How about seeds?" Choose two students to retell the beginning of the story. (Make sure students do not make inferences.)

Mini Lesson

Model:

Today we will work on using words to illustrate a picture. Write “I like pepperoni pizza.” on the board. Point to the word “pizza” and draw a circle on the board. Explain that words in a sentence help us figure out what an illustrator should include in their illustrations. Next, ask the students if any other words in the sentence describe the pizza. Ask one or two volunteers to explain that the picture should have pepperoni and make sure they explain why. The students should identify that the word “pepperoni” is in the sentence. Remind students that words in a sentence help describe the illustrations and Illustrations tell a story.

Whole Group Guided Practice

Instruct students to finish the sentence starter(attachment Day 6.1) “I like ___ pizza.” The students should complete the sentence then color a picture to illustrate the sentence. Remind students to ask questions about the words in the sentence. For example, Does the word I put on my sentence starter make sense? How can I draw that kind of pizza? Students need numerous reminders that words in a sentence help describe what should be illustrated in their pictures. I would recommend writing “Words = Illustrations” on the board. Students need to learn that authors use words to describe illustrations and illustrations tell a story. While the students work, walk around the room and use a clipboard and rubric to mark who is on task and who needed additional support. Choose two students to share their sentence and illustration. Be sure the volunteers explain why their illustration included a specific kind of pizza. For example, if a student wrote “I like mushroom pizza.” then his or her illustration would have mushrooms on a pizza. Explain to students that before they join their literature circle groups we will read a few more pages from Lion, Lion.

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Small Group

Practice Read the next few pages of Lion, Lion and pause between pages to look at the words on each page. Explain how the words on the page are illustrated in the pictures. Read the last page of the book. Use inflection while reading but do NOT share the illustrations with the students. Next, students should join their literacy circle groups. Handout a copy of the last page with the word “Lion?”(attachment Day 6.2) on the top. Instruct students to illustrate what they think the author is trying to tell the reader. Their goal is to create the illustration that goes with the word “Lion?” on the last page of the book. While the students are in small groups, use a clipboard and rubric to mark who is on task and who needed additional support.

Close

Come together as a whole group and invite two or three students to share their illustrations. Remind students that there are no wrong answers. Do NOT reveal illustration on the last page of Lion, Lion. This will allow students to comprehend that stories can have multiple endings. End the lesson by reminding the students that illustrations help tell a story.

Extension Writing Activity

Using a sentence starter, students will write one to two sentences about how they illustrated the end of Lion, Lion. Sentence Starter: For the ending of Lion, Lion, I drew __________.

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Day 7 Flashlight & Lion, Lion

Objective­ Students will compare and contrast the stories Lion, Lion and Flashlight.

Standards: CC.1.2.K.G, CC.1.2.1.G, CC.1.2.K.I, CC.1.2.1.I

Activating schema:

Tell students that today we will be comparing and contrasting the two stories: Lion, Lion and Flashlight. Show students the Venn Diagram (Day 7) up on the board. Guide students in a brief retelling of each story.

Mini Lesson

Model: Guide students to share the most obvious difference between the two stories: that one has words and the other does not. Add that to the Venn Diagram.

Guided Practice Re­read both stories to the students after reminding them that we are looking for things that are similar and different in the two books.

Small Group

Practice In groups of 2­3 have students discuss what they discovered was the same and different in the two books.

Close

Come back together as a whole group and invite students to share what they discussed in their small groups. Add their thoughts and observations to the Venn Diagram on the board to show how students compared the two books.

Extension Writing Activity

Using a sentence starter, students will write two sentences comparing and contrasting Lion, Lion and Flashlight. Sentence Starter: Something different about the two books is __________. Something the same about the two books is __________.

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Classroom Extension Activities

1. Create a book bin of shelf with words­less picture books and magnifying glasses. Invite students to practice evaluating the illustrations in the books using the anchor chart created in the first 3 days

2. Place non­fiction forest animal books in the library and have students research one animal from Flashlight

3. Place non­fiction pet books in the library and have students write a report on how to take care of a pets from the story Lion, Lion.

1. Have students create their own wordless picture books (display finished books in the

library) 2. in a whole group have students cooperate to write words for words­less picture books 3. individually have students illustrate premade sentence strips 4. individually have students write words to tell a story based on an illustration.

Top 20 wordless/picture books: 1. Journey by Aaron Becker 2. Tuesday by David Wiesner 3. The Lion and the Mouse by 4. Flora and the Flamingo by Molly Idle 5. Bluebird by Bob Staake 6. Unspoken: A Story from the Underground Railroad by Henry Cole 7. Chalk by Bill Thomson 8. Mr. Wuffles! by David Wiesner 9. A Ball for Daisy by Chris Raschka 10. Wave by Suzy Lee 11. Sector 7 by David Wiesner 12. The Farmer and the Clown by Marla Frazee 13. The Boy and the Airplane by Mark Pett 14. The Red Book by Barbara Lehman 15. Draw! by Raúl Colón 16. Quest by Aaron Becker 17. Rainstorm by Barbara Lehman 18. The Girl and the Bicycle by Mark Pett 19. Good Dog, Carl by Alexandra Day 20. Zoom by Istvan Banyai

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Day 5 Illustrations vs. Text Chart

Illustrations (Students share what is happening in the story, based only on the illustrations.)

Text (Students share how the story is different when text is added to the illustrations.)

(Student Responses)

(Student Responses)

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Day 6.1 (Sentence Starter) Name _____________________________________Date__________

I like __________________ pizza.

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Day 6.2 (“Lion?” Illustration Page) Name _____________________________________Date__________

“Lion?”

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Day 7

Venn Diagram

Flashlight Lion, Lion

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Daily Assessment Rubric

1 2 3

Participation

Minimal engagement in discussions and activities; minimally read or listened to stories.

Partially engaged in discussions and activities; read or listened to part of stories.

Engaged in discussions and activities; read or listened to stories.

Following Directions

Did not follow directions.

Partially followed directions.

Followed directions accurately.

Meeting the Objective

Student did not meet the learning objective.

Student partially met the learning objective.

Student met the learning objective.

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References

Reading Rockets. (2013). Monthly Tips for Parents: Sharing Wordless Picture Books. Retrieved http://www.readingrockets.org/article/sharing­wordless­picture­books