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AUTHOR Randell, Beverley TITLE Shaping the PM Story Books. INSTITUTION 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 ; 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)

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Beverley Randell

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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 . 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 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. heavy brigade). (with a bump). keeps these simple books alive. (1963) 14 words* Look carefully at the problem that brings backbone to every Why is there a Teddy has his photo Yes! The family early book. The photo book (1973) blank space? taken. Has this page in the album is Traditional story structure 13 words* something to do with complete. brings so many advantages. Look the blank space? at these strengths, all flowing from story structure: Hedgehog is hungryIn the spring a ... He eats and eats. 1.It gives motivation for read- (The final statement, ing and page turning: every- (1968) newly active "Hedgehog is one wants to know what will 17 words* hedgehog is happen next. Tension keeps ravenous hungry in the interest alive. spring, states the plot of the book.) 2.It leads to satisfying endings, the reward of read- The merry-go-roundNick is unhappy (1973) ... until he spots his ... and climbs on, ing. 20 words* about Dad's choice own preference ... triumphantly. 3.It gives many opportunities of a ride for him ... for the development of logi- cal thought, and the under- standing of cause and effect. The lazy pig All the other animals Food arrives - will She does. the pig get up or not? Problem-solving requires (1973) have been up since thought; it is this firm 18 words* sunrise - but not the lazy pig! framework of logic that sup- ports prediction and helps Adventurous Baby ... is nearlycaught ...... but escapes self-correction. Story struc- Tiger tiger Monkey runs into in the nick of time. ture pushes the author into (1973) dreadful danger ... disciplined writing, and chil- 15 words* dren into intelligent reading. * Word count is for the number of different words in each story. The Running Record.\1-\INISpring 1999 Page 3 Shaping the PM Story Books... continued from previous page good reason to use a wide variety of dinary sentences as, "Get the gum for structures, and this means that chil- Tim to gum the rim to the fan!" But these dren have to pay close attention to days we look for meaning. We say to print. (Wake up Dad, Red Level One children, "Does it make sense?" and are [Level 3], has good variety for a story thrilled when they self-correct, worried if that uses only 14 different words.) they are slow to do so. Second ingredient: Meaning Our modern, sensible and unshakable belief in the importance of self-correction (not second in importance!) affects every book we write and our Meaning is something that all writ- choice of subject matter. We stick to con- ers, publishers and teachers pay lip ser- cepts children can grasp. Every book has vice to; they think they care about mean- to make good sense; in the PM Story ing. All I can say is that the team who Books, you will find no traces of mad work with the PM Library cares pro- fantasy, certainly no hint of the supernat- foundly about meaning on every level, all ural, and the very minimum of surprise of the time. twists in the plots. How can five year-old A word about my team: it began as a children possibly be asked to self-correct group of classroom teachers and assistant if they are asked to read stories about principals in Hamilton and Auckland who ghosts or witches? The supernatural, by were very keen to see the revised PM very definition, makes prediction and rea- Story Books back in print. As 1993 wore soning impossible. on, the two who were the most highly Unexpected words such as, "Hum- motivated and prepared to put the time ding-dory," defy prediction and self-cor- into the task were Annette Smith and rection. If the books we ask children to Jenny Giles. Jenny is the author of Come read have no connection with reality and on Tim [Level 11], Late for football experience, those precious opportunities [Level 11], and The cross country race for reasoning and self-correction fly out [14]; Annette is the author of Tiny and the of the window. The fantasy I do include big wave and Teasing Dad as well as the (e.g., the Bear family) is something that teachers' guides to the PM Story Books. children can grasp very easily. I follow In every meeting we have, the three of us this rule: Never bewilder children! Even focus on meaning. We know that in every so, there will be occasional mismatches story we are trying to make contact with for some children because their experi- the minds of small children. Meaning ences differ. It is hard enough to make affects the choice of every subject, mean- things clear to children even when we ing is the thread of logic that runs start from a firm base of reality. I remem- through every story, meaning shapes ber Nicky, aged six, who was reading every page, every paragraph, every sen- Ben's dad [Level 7]. Nicky's experience tence, and every illustration. meant it was bad news when his violent We would tell each other, as we dad came home, and so he had no under- revised the books, which stories (or standing of the theme of the book, Ben's pages) caused confusion and were best longing for his dad. forgotten, and which stories had children totally involved. Every change made to Third ingredient: Meticulous the original texts increased children's grading that gives children the chance of getting meaning from the print- reward of success ed sentences. As we worked, we had 30 My original ambition/dream was to years of children's reading echoing in our supply children with a gently ascending ears, helping us with our judgments. set of interesting books: if children could Every new story is tested in the same read one, they should be able to read the way: is the meaning clear and strong? next and the next. Steady success pro- Meaning matters, but the teaching duces positive attitudes and leads to fre- profession has been slow to recognize its quent and voluntary rereading for plea- importance. Decoding used to be the only sure which leads to the consolidation of a important skill taught, and meaning in whole raft of important new-found read- reading was often ignored. Ninety years ing skills. Careful grading avoids hours ago children struggled with such extraor- continued on next page Page 4The Running RecordMISpring 1999 Shaping the PM Story Books ... came in, words were meant to be deci- phered in the books, in context, bringing continued from previous page insights that would lead to more indepen- of useless frustration-level attempts at John books: dence, more skill with word analysis and reading. The reward that children want, Janet, Janet greater joy. It was obvious both to me and that they must get from day one, is See the boats. and to the editors of Ready to Read that the immediate feedback of meaning Come and look. the 12 Ready to Read books would have gained from the printed word. See the boats. to be reinforced by many supporting The reward of meaningfulness is (This lacked tension and resolution!) books because 1 new word in 10 running fundamental, and when children get it I was shocked, because the new words was much too difficult. Children's they are successful readers. Success is a Ready to Read little books, a mere 12 of unfamiliarity with the words would make reward every time they pick up a book. them, were obviously going to be very the context crumble and deprive them of Failure in reading is damaging emotion- difficult indeed, with a rate of new word independence. One new word in 10 run- ally, and it can damage reading skills; introduction (1 in 10), far steeper than ning words would definitely ensure "frus- failure may cement inappropriate strate- the rate used in Janet and John. tration level" reading. gies in place. Let's look at those rates. The Janet That was why I worked for 15 years (1961-76) to produce graded books using the Ready to Read basic vocabulary, to' slow down Ready to Read's very steep rates of new word introduction to a gradi- ent that average children could cope with, and get the reward of success they neededwithout descending to pointless reading 'exercises.' Each book had to be a story. The PM Story Books were, and still are, a carefully graded series that intro- duces basic sight (i.e., high frequency) words in small batches, never more than five in a book, and often fewer. These high frequency words accumulate until (in the revised series) about 150 are mas- tered by the end of the Blue level [Levels 9-11], 250 by the end of Green [Levels 12-14], 350 by the end of Orange [Levels 15 and 16], and 450 by the end of The PM writers at an editorial meeting. Turquoise [Levels 17 and 18]. Each book From left: Annette Smith, Beverley Randell, and Jenny Giles. draws on the same growing collection of heavy duty words so that these are practi- Back in the early 1960s, when I saw and John books had one new word in cally the same in all books of comparable proofs of the first 12 Ready to Read "lit- every 20 running words (a rate recom- levels of difficulty. These words appear tle books" (intended to replace the earlier mended by Edwin Dolch). In practice, again and again as the series progresses. Janet and John books), I was both because the Janet and John books were Myrtle Simpson and Pat Hattaway delighted and shocked. Delighted, well supported by a parallel set of 32 My invented the intelligent division of vocab- because the stated aim of the author, Little Books, the rate was slowed to 1 in ulary into basic sight words and interest Myrtle Simpson, and her editor Pat 40, and as the teaching method used with words. Most books contain specialized Hattaway, was that children should be Janet and John in New Zealand involved interest words not found in other books supplied with real stories as soon as they children in hours and hours of (rather (photo, hedgehog, tiger, monkey, bulldoz- had mastered 20 or so basic words and dull) blackboard pre-reading, one new er , etc) allowing for a welcome variety could leave repetitive caption books word in every 50 or 60 running words of subject matter. behind. The weakness of the Janet and was probably some children's experience. When the PM Story Books were John books (and of every reading series So, Janet and John had an easy rate of revised in 1993, all of the original Ready used in previous decades) was that there new word introduction, Ready to Read a to Read books except Saturday morning was no proper story content in the first steep one. were out of print. The old framework had year of reading instruction. Sense of a The Ready to Read theorists rightly gone. So, although I was keeping the sort had arrived with Janet and John and insisted on the abolition of all the grind- framework, I had a wonderful opportuni- so had meticulous grading, but there ing blackboard pre-teaching and practice; ty to improve it. I consulted Warwick were no real stories in the early Janet and from the moment that Ready to Read continued on next page

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Shaping the PM Story Books... continued from previous page

Elley's research published as, A New Figure 2: Top 25 Words in the mouse came out of her hole" Zealand basic word list (NZCER, 1977). Children's Writing (Elley) (The lion and the mouse) [Level 12]. A total of 33,000 running words from the These constructions are a long way writing of many young children (seven from the very simple: "James is up. Kate to we year olds) had been analyzed. I knew and a is up," (Wake up, Dad) [Level 3] con- from this which were the words with the my was went it in struction we use at the Red level [Levels highest frequency from the child's point on is he had the 3-5]. You can see that we think it is right some of view (see Figure 2). So my, for exam- * whengot play go that children should be challenged by she ple, not used in the original Ready to at one with they longer sentences when they are ready. Read books until the Blue level [Levels The PM Story Books allow children to isnot used in the PM Story Books 9-11], is, in the new PM Story Books, *When grow in skill. (It will be interesting to Orange level [Levels 15 and 16], to "promoted" to Yellow [Levels 6-8]. One until hear your comments about children's where. and some, not used until Green [Levels avoid confusion with ability to control these new complexities.) If a story needed too many new 12-14], were promoted to Blue [Levels 9- were satisfied. Grading isn't just a matter words for the intended level, we slotted it 11]. Was, never used in the Ready to of using known high frequency words; it Read little books, now comes in at the in at a higher level instead, or we is a matter of using clear sentence struc- removed some of the perceived difficul- Green level [Levels 12-14]. All four ture, too, which is related to children's ties. There is nothing careless about those words were in the top 25 of Elley's list, control of normal spoken English and to coloured petals on the back covers. For and it was obviously silly not to use them the rhythms of story-teller's English. some books, the petals show two adjacent when stories demanded it. Children gain But children's skills grow. By the levels, as grading depends on many fac- insights from their own writing, and it Green level [Levels 12-14], some of our tors, and the precise level is a matter of was a good idea to reflect this much-used sentences are two-clause, multiphrased opinion. Teacher judgement matters a lot writing vocabulary in their early reading constructions linking cause and effect, as and always will, and the unknown factor books. these examples demonstrate: In this way we amended the original is always the experience that particular children have had. It is easier to read The Ready to Read word list for each level "Out at sea but kept a very careful eye on the new naughty Ann [Level 12] if you have set the wind came up, vocabulary load in every book. Our adap- foot on a boat! and the waves tation was not just a matter of adding the Since 1980, as you know, this struc- got bigger and bigger" words with the highest frequencies. We tured approach to writing books for (The naughty Ann) [Level 12]. postponed the introduction of some of the beginners has been heavily attacked. The new Ready to Read (1982-86) scheme least useful Ready to Read basic words, "Then after the sun went down, for example meet and tomorrow, which continued on next page just didn't want to repeat themselves and which were obviously not high frequency words at all. We replaced the stiff cannot with the more common contraction can't, and so on. Elley's list showed that chil- dren were more comfortable with the past tense, using came more often than come, got before get, had before have, saw before see, and so on, and this justified my decision to use the storyteller's past tense wherever I could. A measured rate of new word and high frequency word introduction is not the only control that makes the PM Story Books finely graded. We tested every sen- tence for meaning by weighing every phrase (each meaning "chunk") against our combined knowledge of what chil- dren could cope with. Our criterion was simple: was the meaning coming A room in Beverley Randell's house, showing part of her daughter's collection of children's books through? If any one of us sniffed a hint of (described in the article "Shaping the PM Story Books"). The Susan Price Collection belongs to the possible bewilderment we worked away National Library of New Zealand but is still housed at 24 Glasgow St, Kelburn, Wellington, 6005, where at the sentence or the page until all of us visitors are welcome. 7 Page 6The Running Record V V Spring 1999

Shaping the PM Story Books... continued from previous page reflected a world-wide fashion inappro- stories for children they don't include priately dubbed 'whole .' Invited five sentences in a row starting with So authors were told not to be constrained or And or Then and therefore naturally by any word lists or sentence 'formulae' occurring word frequencies in children's (whatever that may mean) but to set up books are even lower than in children's their own 'direct dialogue' with young own writing.) readers. The theory was that 75% of English has large numbers of very English words were so common that they similar high frequency words (see Figure would be mastered easily from unstruc- 3) that inevitably confuse beginners if tured books. "Learning to read is very they are presented in quick succession. It similar to learning to talk," authors were is not surprising that many children feel told: it all sounded deceptively reason- defeated every time they see a word able!! beginning with th, a, or w. At five years The result of this attitude toward old they haven't the skills in auditory dis- texts for five- and six-year-olds was a crimination, accurate pronunciation, visu- mistrust of controlled vocabulary. It was al discrimination, letter-sound sequenc- thought to be unacceptably "contrived." ing, phonic analysis or phonic synthesis So the new Ready to Read (1982) in that allow them to sort out want and comparison with the old (1963) became a won't, or where and were, or way and set of books more or less unrelated to why. Context doesn't help unless 95% of each other. Little attention was paid to the the surrounding words are known. consolidation of high frequency words that children had recently met. Figure 3: Similar High The assumption that an unstructured Frequency Words reading environment would enable all children to progress faster was challenged the an we by Marie Clay in, Reading: The pattern- they am went ing of complex behaviour (1972): their as want "While creative, varied or flexible there at won't approaches to writing and reading seem then are what appropriate for high progress readers, them and when slow progress readers have greater diffi- these any where culty discovering the regularities in such three all were a rich reading environment. For them this ago with there is reason to make the regularities so those away will obvious that they trip over them in the these again well same place on several occasions. Regular that after way contact with familiar material in familiar than was settings will suit the slow reader better who than trying to force on him a flexibility of why which he is not yet capable with texts whose characteristics vary widely.... Even when children are capable of "Very careful attention should be writing their own news and stories this paid to any difficulty order in the series problem with similar and confusing of reading books... children never recov-words does not go away. Elley's research er their balance after well-intentioned but shows us that then, a very 'common' unwarranted acceleration" (p. 92). word, is used less than once in two hun- The assumption that high frequency dred words (0.388%) in the writing of words would take care of themselves seven-year-olds. As far as young writers ignored Warwick Elley's (1977) findings are concerned, few words are common! (see Figure 3) that naturally occurring Elley's 'top' word and makes up only 5% frequencies are extraordinarily low. They,of children's writing! Elley discovered for example, had a 0.5% frequency rating that and had a frequency level of 5%, I in children's free writing; most children had a frequency level of 4%, a had a fre- will have occasion to write they once quency level of 3%, to had a frequency only in 200 words! (When adults write continued on page 10 F Page10The Running RecordVNSpring 1999 largely meaningless books were just as Shaping the PM Story Books common in 1990 as they were in the Janet continued from page 6 and John days. Several publishers decided level of 2.7%, and we had a frequency read at all). to copy Ready to Read and produce repet- level of 1.6%. These percentages mean 2. If authors have to repeat the same itive caption style books well beyond the that even in a passage of a hundred words structure on every page, traditional emergent level, thinking that this was a most children will have cause to write the story structure is hamstrung. "modern" and satisfactory way of teach- word and five times only. Astonishing! Sentence repetition is a thought-limit- ing reading, but I think they were mistak- The frequency rate drops very ing straight jacket. Direct dialogue en. with children is an immediate casual- sharply; she scored only 0.45%, less often Fourth ingredient: Meticulous than once in every 200 words. The con- ty, as only the one (artificial) style of clusion is clear: even for seven-year-olds story can be told. There are some care with illustrations that few words are common, even when they exceptions: Joy Cowley's Greedy cat match the text are capable of writing a 200-word pas- [Level 11] is a great success. Our illustrations have to work very sage. If you think that children will learn However, repetitive pattern yields hard because they help children gain max- large numbers of important high frequen- very few 'real' stories. imum understanding as they match picture cy words from their own writing you are 3. Almost by definition caption books and text. The details have to be perfect, going to have to wait a long time. Reading are short, and if daily exposure to and the clarity outstanding; nothing else has to be learned from books too, or else reading is limited to a book a day will do. The illustrations are visualized at exposure to most words remains too low children do not get enough practice. the layout stage, described or sketched for mastery. Most repetitive caption books, even carefully by me, and the artist follows this If writers of books for beginners are the more 'advanced' ones, give chil- meticulous brief. Jenny Giles, Annette not allowed to introduce these confusing dren about 50 running words, where- Smith, I, and the highly critical skilled words in an agreed sequence, so that each as Locked out (also graded at the Blueproduction team in Australia crawl over word has a chance of becoming familiar level) [Level 11] gives them 200 the pencil roughs and demand changes before the next arrive, then there is only words: four times the reading. ..four wherever anything is obscure and/or one course they can follow. Writers are times the practice. doesn't support the text, and the artist has thrown back on too intensive use of sen- 4. Repetitive stories, by their very struc- to comply. In no books did the often bril- tence repetition, usually in the form of ture, lead readers to expect a joke on liant artists get things right the first time one (or two) line captions. (There is a the last page. Jokes are sometimes around, because our demands were so place for repetitive caption books, but not delightful, but a constant diet of flip- exacting. In the PM Story Books, the after the emergent reading stage. Myrtle pancy divorces reading from real life illustrations are an integral part of the Simpson described these books with and deeper thought. It is much more story and push the meaning along; they enthusiasm but only as books for begin- useful to present children with stories are not just bright and eye-catching deco- ners.) based on cause and effect. The ability rations. The first caption in the book estab- to look at evidence and make logical I have stressed four ingredients, all of lishes the pattern, which is repeated on the predictions is a necessary skill, very them present in all PM Story Books: story next half dozen pages, and then the author much part of the reading process, and structure, meaning, meticulous grading, has to round off the book somehow, per- one that should be fostered. It is logic and illustrations that match the text, but haps with a humorous twist. This is an that triggers self-correction. these four are just the beginning. We care excellent way of constructing an easy about many other ingredients (most of book for raw beginners, but trouble occurs Since 1982 too many of these repeti- which are mentioned on p. 5 of Guide to if this style of text is over-used and espe- tive, flippant caption style books have the PM Story Books.) Some of these other cially if it is used beyond the Red level been published. I know why it was felt ingredients are: [Levels 3-5] as the main 'approach' to that vocabulary rationing was a mistake. It 5. The use of sentence structures that reading. led, at the Red [Levels 3-5] and Yellow children can understand and control. Repetitive books have four built-in [Levels 6-8] levels, to a certain stiffness 6. Concern for the rhythms of both spo- weaknesses: (having wrestled with this stiffness for so ken and story-teller's English. 1. To read caption books children can long, no one knows this better than I!!) 7. Concern for safety, always. (For rely on their superb oral memories However, the alternative (repetitive sen- example, wearing sunhats, care near alone, and fail to focus on the print. tences in every book met in the first 12 water, care with matches and fire, They can develop quite the wrong months) has, I think, led to worse trou- wearing safety helmets and seat belts, concepts about the reading task. A bles: texts that can be "read" from oral security with house keys, the maxim, failure to focus on particular words, memory alone, and authors in fetters, held "Stay where you are" (what to do and the development of the wrong to the trivial because children who have when lost)). Every book is checked concept (i. e., that reading is a matter mastered only a few high frequency words for intrinsic safety messages. of repeating oral language) means have not the reading skill to follow a 8. Careful typography: letter forms, that many children are not learning logical train of written thought. Thought word spacing, line spacing, line turn- high frequency words (not learning to itself has been undermined, and shallow, continued on next page The Running Record\44Spring 1999 Page11 Shaping the PM Story Books... continued from previous page arounds, punctuation and layout. (I red bucket [Level 8]), I never laugh owe a huge debt to Marie Clay at a child nor put one down. This whose insights of 30 years ago was a fault in the early Ready to threw so much light on these mat- Read books; for example, naughty ters. Her detailed observations about Sally, naughty Timothy, naughty word spacing and layout were Richardthe frequent use of this invaluable.) Teachers insisted that `naughty' idea as a climax on the the font we used for beginners must last page was a pity. be close to the printed letters chil- 13.Respect for animals. These are not dren write, and this meant special figures of fun, either. Crazy humor, adaptations because no one tradi- cartoon style, is avoidedthe tional font provided exactly what emphasis is on the real problems they wanted: open a and g, a capital real animals have to solve. / with serifs, t without a hook, q and Considerable accuracy helps chil- j with distinctly shaped descenders. dren develop scientific attitudes 9. Care with race, gender, age, and toward spiders, lizards, dinosaurs, family types: no stereotyping. seagulls, penguins, ducks, dogs, l0.Characterization. Characters are true cats, sheep, mice, hedgehogs, kan- to themselves within each book and garoos, and so on. Exceptions are in every sequel. This is important (a) the retold fables which are because the PM Story Books Sets A about people disguised as animals. and B include several subseries, No one could claim that The lion among them: and the mouse [Level9] isbased 7books about Kate, James and on scientific accuracy! And (b) the Nick (who is often strongly Bear Family, (who have very assertive); human ways.) There are useful 8books about the Bear family links between PM Story Books (with human ways); about animals and PM Animal 8books about Sally, an active Facts books (non-fiction from child who likes the outdoors Orange level [Levels15and16] and whose parents are separat- upwards). ed; 14.A wide spread of subjects. Variety 8books about Ben's family who helps to hook more children on to care about books and about reading. A variety of text types (fic- Ben who loves drawing; tion, non-fiction, verse for reading- 6books about Sam and Rachel along) is found in the PM Library. who always have fun; 15. Care with names which are always 7books about Tom whose mum easier to read if children have heard is pregnant and has a baby them before. The names of the (Tom has a caring personality); 1950shave been replaced with the 5 books about Tim who is keen most popular names of the1990s. on sports; 16. Attractive appearance. The format 5 books about Jonathan who is that of a small picture book: lives in a city and is black; shiny cover, separate title page, 4books about Jessica who moth- numbered pages. In the1960sthe ers Daniel because their own cover designs of school readers mother is missing. were relatively dull and stressed the `series' idea, making both Ready to 11. Many stories ring true because they Read and PM Story Books look are based on real life incidents. like 'school' books. Now they look Literary quality, even at this simple like real books. They are, and this level, is connected with truth and is a welcome, though expensive, honesty. development. (Few teachers are 12. Emotional sensitivity. Though I aware that50% ofthe manufactur- don't mind laughing at adults ing costofa book lies in its cover.) (Wake up Dad, [Level 3], Sally's continued on next page /0 Page 12The Running Record4-\14Spring 1999

Shaping the PM Story Books ... Lake, IL: Rigby Education, 1994. Randell, B. Honey for Baby Bear. continued from previous page Illustrated by Isabel Lowe. Crystal 17. Unobtrusive grading indicated by New Zealand: Heinemann Publishers. Lake, IL: Rigby Education, 1994. colored daisy petals on the back Elley, W. (1977). A New Zealand basic Randell, B. House in the tree. Illustrated covers; these look like a logo but word list. NZCER. by Linda McClelland. Crystal Lake, provide swift information for busy Ministry of Education. (1985). Reading in IL: Rigby Education, 1994. teachers. junior classes. Wellington, New Randell, B.Johnthe mouse. International 18. Reading to children. Because we Zealand: Learning Media Ltd. Children's Edition. Penguin, 1995. care profoundly about reading to Price, S. (1991). Books for life. Randell, B. The lazy pig. Illustrated by children, daily and often, we have Wellington, New Zealand: Trish Hill. Crystal Lake, IL: Rigby told our artists to include real pic- Gondwanaland Press. Education, 1994. ture booksfavorite bed time sto- Children's Books Cited Randell, B. The lion and the mouse. ries-in their illustrations, hoping Burton, V. The little house. Houghton Illustrated by Pat Reynolds. Crystal that this will jog teachers to find Mifflin, 1942. Lake, IL: Rigby Education, 1994. copies and read the stories aloud. Carle, E. The very hungry caterpillar. Randell, B. Locked out. Illustrated by (See Figure 4.) Children are fasci- Philomel, 1969. Meredith Thomas. Crystal Lake, IL: nated when books link up in this Cowley, J. Greedy cat. Katonah, NY: Rigby Education, 1994. way. Richard C. Owen Publishers. Randell, B. The merry-go-round. Giles, J. Come on Tim. Crystal Lake, IL: Illustrated by Elspeth Lacey. Crystal Figure 4: Some Examples Rigby Education, 1994. Lake, IL: Rigby Education, 1994. of Children's Books to Spot Giles, J. Late for football. Crystal Lake, Randell, B. The naughty Ann. Illustrated in PM Story Books IL: Rigby Education. by Pat Reynolds. Crystal Lake, IL: Giles, J. The cross country race. Crystal Rigby Education, 1994. Carle,The very hungry caterpillar Lake, IL: Rigby Education. Randell, B. The photo book. Illustrated by (inTom is brave[Level 5]) Hughes, S. Dogger. Lothrop, Lee & Elspeth Lacey. Crystal Lake, IL: Kerr,Mog the forgetful cat(inBen's Shepard, 1988. Rigby Education, 1994. tooth[Level 13]) Hutchins, P. Rosie's walk. Macmillan, Randell, B. Sally's red bucket. Illustrated Randell, John the mouse (in Our Mum) 1968. by Meredith Thomas. Crystal Lake, Ireson, C. Rhyme time. (Bibliographic Rhyme timeand Hughes, IL: Rigby Education, 1994. Ireson, information not available.) Dogger (in The best cake[Level 10] Randell, B. Saturday morning. Wellington, McClosky, R. Make way for ducklings. and Candlelight[Level 12]) New Zealand: Price-Milburn Books. Viking, 1941. Zion, Harry the dirty dog,Burton,The Randell, B. Tiger, tiger. Illustrated by John Mog the forgetful cat, [Bibliographic infor- little house;and, Hutchins,Rosie's walk Boucher. Crystal Lake, IL: Rigby (in Tim's favourite toy) mation not available.] Education, 1994. Randell, B. Baby Bear goes fishing. Randell, B. Tim's favourite toy. Illustrated by Isabel Lowe. Crystal Wellington, New Zealand: Price- If you want to know what books have Lake, IL: Rigby Education, 1994. Milburn Books. always meant to me and my family, read Randell, B. Ben's dad. Illustrated by Randell, B. Tom is brave. Crystal Lake, Books for life (1991) by my daughter Genevieve Rees. Crystal Lake, IL: IL: Rigby Education, 1994. Susan.Price. Perhaps, more than anything Rigby Education, 1994. Randell, B. Wake up, Dad. Crystal Lake, else, the ingredient that has shaped the Randell, B. The best cake. Illustrated by IL: Rigby Education, 1994. PM Story Books has been my lifelong Genevieve Rees. Crystal Lake, IL: Seuss, D. Horton hatches the egg. Random passion for goodchildren'sbooks. I have Rigby Education, 1994. House, 1940. used the best of the books in Susan's Randell, B. The big kick. Illustrated by Smith, A. Tiny and the big wave. 15,000 book library to show me a stan- Ernest Papps. Crystal Lake, IL: Rigby Wellington, New Zealand: Price- dard of excellence to follow. Education, 1994. Milburn Books. In conclusion, my aim has never var- Randell, B. Candle light. Illustrated by Smith, A. Teasing Dad. Wellington, New ied. I believe that books used for learning Genevieve Rees. Crystal Lake, IL: Zealand: Price-Milburn Books. to read should have the same qualities as Rigby Education, 1994. The story of Ping. [Bibliographic informa- good picture story books, and should be Randell, B. Father Bear goes fishing. tion not available.] shaped to bring children success, not fail- Illustrated by Isabel Lowe. Crystal The three billy goats gruff. Traditional. ure; enjoyment, not boredom; and, under- Lake, IL: Rigby Education, 1994. Zion, G. Harry the dirty dog. Illustrated by standing, not bewilderment. Randell, B. Grandma comes to stay. Margaret Graham. Harper & Row, Wellington, New Zealand: Price- References 1956. Milburn Books, 1963. Professional References You may write to Beverley Randell at Randell, B. Hedgehog is hungry. 24 Glasgow St., Kelburn, Clay, M. M. (1972). Reading: The pattern- Illustrated by Drew Aitken. Crystal ing of complex behaviour. Auckland, Wellington 6005, New Zealand. // U.S. Department of Education Office of Educational Research and Improvement (OERI) National Library of Education (NLE) Educational Resources Information Center (ERIC) REPRODUCTION RELEASE (Specific Document) 1. DOCUMENT IDENTIFICATION: Tide: The. tallnn I Intl&WO'

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