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Shaping the PM Story Books. INSTITUTION Reading Recovery Council of North America, Columbus, OH DOCUMENT RESUME ED 436 740 CS 013 792 AUTHOR Randell, Beverley TITLE Shaping the PM Story Books. INSTITUTION Reading Recovery Council of North America, Columbus, OH. PUB DATE 1999-00-00 NOTE 11p.; Photographs may not reproduce well. PUB TYPE Guides Non-Classroom (055) Journal Articles (080) JOURNAL CIT Running Record; v11 n2 p1-6,10-12 Spr 1999 EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Authors; *Childrens Literature; Creative Writing; Illustrations; Primary Education; Reading Materials; *Story Grammar; *Writing for Publication IDENTIFIERS Story Content; *Story Writing ABSTRACT In this article, the author of several PM Story Books (used in schools with 5-, 6-, and 7-year-olds who are learning to read) discusses components of those books which she believes makes them successful. It attributes the success of these books to the following 4 ingredients: (1) traditional story structure having the elements of a central character with a problem and the solution of the problem;(2) a story which has meaning and does not bewilder children;(3) stories in a graded series designed to foster steady success, thus producing positive attitudes and desire for pleasure reading; and (4) stories with illustrations which are an integral part of the story and which further the meaning. Contains 43 references and 4 figures. (EF) Reproductions supplied by EDRS are the best that can be made from the original document. Shaping the PM Story Books Beverley Randell BEST COPY AVAILABLE U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent 1 official OERI position or policy. Running\N-q V\i\N-Ni A Review of Theory and Practice for READING RECOVERY' Reading Recovery Teachers COUNCIL Record Spring 1999 Volume 11 No. 2 OF NORTH AMERICA Shaping the PM Story Books In This Issue... Beverley Randell, Children's Author Shaping the PM Story Books 1 Editor's note: Beverley Randell's illustrations and text. None of these were Reading Recovery Teachers books have been published by 16 book new ideas, but my contribution has been to to be Honored 3 publishers in six countries and in several combine them; this has been and still is a You Know You're a languages. More than 25 million copies of demanding juggling act. Reading Recovery Teacher if... 6 her books had been sold around the world. First ingredient: Most of her books are stories for use in Editorial Board 7 Traditional story structure schools with 5, 6, and 7-year olds who are I want to start by talking to you about Editor's Corner 7 learning to read. In this article she shares traditional story structure, because I think the ingredients that have made the PM Copyright Notice 7 it is so important, and because so many readers so successful as appropriate texts Reading Recovery Teachers Attend strengths flow from it. Any of the early PM for emergent readers. Ms. Randell uses the the Leadership Academy 8 Story Books that lacked it were culled New Zealand color system for when revision began in 1993. A tradi- The Top Ten Things I learned describing the difficulty level of tional story has two elements: 1) in Reading Recovery 10 books; information in brackets the central character(s) has Marie Clay: National Reading provides the equivalent (have) a problem; and, 2) the Recovery Conference 2000 ... 13 Reading Recovery level(s). problem is solved. RRCNA Election Results 13 This very simple defini- I began to RRCNA Web Site 13 tion can be refined a little fur- Whenwrite the PM ther. The pivot of the story is Tell Us Your Story 14 Story Books in called the climax, or the Publications and Products 14 the 1960s, I had been a moment of genuine doubt: classroom teacher for ten Membership Application 15 Will the problem be solved or years and was concerned The Last Word 16 won't it? So; if you prefer, you about the reading problems can look for three parts in the What to Do at Point of Difficulty? some children faced. Several story 1) tension (caused by the prob- Listening Well months teaching in a remote one- lem); 2) climax (the will he? won't he? teacher school in Marlborough was a valu- Using Meaning moment); and, 3) resolution (the problem is able experience because country teaching A Gift Indeed? solved). In books for five- and six-year- was one-to-one. I had to learn what was olds, positive happy endings are emotional going on in particular minds and adapt my necessities. teaching to suit. Writing was to have been The Running Record is published I call these story elements traditional a temporary interlude in a teaching life, but twice a year (fall and spring). story form because that is what it is: tradi- Submission of articles, teaching anecdotes, and poetry it became so engrossing (and fitted so well tional! It's unbelievably old! Homer used it are welcome; all submissions will go through a review with my lifelong enthusiasm for children's process. Please enclose 3 copies of each submission, a in The odyssey, when Odysseus had all that photograph (non-returnable) and a self-addressed, books) that I did not return to the class- trouble returning from Troy. Aesop used it stamped envelope for correspondence. Photos will be room after the interruption of marriage and used on a space available basis. Send submissions to: in the story of The lion and the mouse family. 2500 years ago. Because this form is found Judith C. Neal, Editor I have been a storyteller, working with in some of the world's shallowest stories The Running Record the PM Story Books for nearly 40 years, (cliff-hanging adventures, magazine California State University, Fresno beginning as an extremely raw amateur but romances, pot-boiler films, Westerns and School of Education & Human Development learning along the way. However, even at detective stories) some students have been 5005 N. Maple, M/S 202 the beginning I was quite certain about the Fresno, CA 93740-8025 taught to despise it. This is a foolish atti- importance of four ingredients: story struc- FAX (559) 278-0376 tude, because it is also there in every ture, meaning, grading, and matching of Email [email protected] continued on next page Page 2The Running Record444Spring 1999 Shaping the PM Story Books Grandma comes to stay, (Ready to continued from previous page Read, 1963.) Shakespearean play and every classic (Honey for Baby Bear [Level 9] has a 5.It needs words. Story telling requires novel: you might as well despise the verb strong thread of cause and effect, and the precise and proper use of lan- to be or eliminate the use of periods! because of this it provides many guage, that is, the need to explain Traditional story structure is there, of opportunities for intelligent predic- clearly, to change pace, to choose just course, in every quality children's picture tion. When Baby Hippo goes for a the right words to build tension and book: Theltory of Ping (author not avail- walk on p. 9 of the book of the same so on; this signifies a literary able), Make way for ducklings name, all children should be aware approach. Books without story struc- (McClosky), Rosie's walk (Hutchins), that the lions are planning to attack.) ture can be littered with mindless rep- Horton hatches the egg (Seuss), Mog the 4.It allows me. as an author. to present etition, with unfocused ramblings, or forgetful cat (author not available), children in a favorable light as suc- tend to be very short because the Dogger (Hughes), Harry the dirty dog cessful problem solvers, in many sto- author has no need to use words. (Zion), as well as in the timeless favorites ries raising their self esteem. For Using words means that the corpus of such as The three billy goats gruff (tradi- example, Sally is a problem solver in known and half-familiar, high fre- tional). When children listen to these tales Locked out [Level 11], so is Tom in quency words are used again and in pin-drop silence it is because the The big kick [Level 4], and Jessica again in many different ways and strength of the storyline is holding them. helps solve Daniel's problems in The children have a better chance of mas- The PM Story Books, Red Level One house in the tree [Level 10]. Stories tering them. [Level 3], are told with very few high fre- that lack traditional structure often 6.It avoids the dangers of parroting, that quency words; everyone in this audience wind-up with a last page that puts is, over dependence on oral memory knows what they arehere, is, I, am, someone down in a desperate last caused by a diet of repetitive books. come, up, said, the, look, at, a, in, on, minute attempt at humor, as in The writer who is telling a story has a toolaced with a handful of continued on next page interest words. You would think Figure 1: Traditional Story Structure in the PM Story Books that this extremely restricted vocabulary would make the pos- Title Problem Climax Resolution sibility of a storyline less likely, but this is not so. Figure 1 illus- Mom's arrival (the . Dad gets out of bed trates the story structure that Wake up, Dad Dad won't get up.
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