A Middle School Teacher's Guide for Selecting Picture Books

Autor/inn/en	Costello, Bill; Kolodziej, Nancy J.
Titel	A Middle School Teacher's Guide for Selecting Picture Books
Quelle	In: Middle School Journal, 38 (2006) 1, S.27-33 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
Schlagwörter	Leitfaden; Unterricht; Lehrer; Reading Materials; Educational Objectives; Teaching Guides; Picture Books; Childrens Literature; Visual Learning; Supplementary Reading Materials; Cultural Pluralism; Difficulty Level + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Educational objective; Bildungsziel; Erziehungsziel; Lehrerhandbuch; Picture book; Bilderbuch; 'Children''s literature'; Kinderliteratur; Visual education; Visuelles Lernen; Reading materials; Lesekartei; Kulturpluralismus; Schwierigkeitsgrad
Abstract	The use of picture books as supplementary material for middle level classrooms is becoming more common. Picture books are being created specifically to address the needs and interests of middle school students. Society is becoming more visually oriented and the visual format of picture books appeals to adolescents, who today are exposed to various visual media, including television, video games, and computers. The brevity of text in picture books, while appealing to middle level students, does not indicate easier material and the readability of picture books often exceeds the age level for which they are intended due to their complexity of vocabulary and density of information. The purpose of this article is to provide essential criteria that a middle school teacher may use as a guide to self-select appropriate picture books for the content areas of language arts, social studies, science, and mathematics. General factors for consideration include a book's intensity of information, ability to meet high literary standards, and portrayal of diversity. By incorporating picture books in content area classrooms, teachers can provide a wider variety of reading material to enhance their curricula. Teachers should use the elements addressed in this article as guidelines and should consider those that are most appropriate for their purpose, and some guidelines may be applied across content areas. Four recommendations are suggested to educators who decide to employ picture books as a source of supplementary materials for their content courses. First, instructors should develop their own additional prerequisites that facilitate the achievement of specific educational objectives. Second, teachers should frequently read children's literature journals to learn about newly published picture books. Third, picture books can be incorporated in content area classrooms in numerous ways. Fourth, teachers should assess the usefulness of books presented in class so that ineffective books can be substituted with effective ones for subsequent lessons. (Contains 1 figure, showing a list of picture books cited in this article.) (ERIC).
Anmerkungen	National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/MiddleSchoolJournal/tabid/435/Default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10