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PART 2 T he Patterns of Children's Books c h a p t e r 3 Picture Books in Children's Lives Criteria for Selecting Picture Books Genres of Picture Books Text Quality in Picture Books Artistic Quality in Picture Books Pictures and Text That Work Together Styles of Art Learning About Art A Close Look at The Tale of Peter Rabbit Synopsis icture Setting Characters P Plot Books Theme Illustrations Language Picture Books for Developing Readers Picture Books for Very Young Children Picture Books for Nursery and Primary Grades Picture Books for Intermediate and Advanced Readers Forging Connections Between Life and Literature The Child's Inner World The Child's Family World The Child's Social World The Child's Natural World The Child's Aesthetic World The Child's Imaginary World Picture Books in the Classroom Summary 70 My Great Grandmother After reading the book The Keeping Quilt, it brings to mind my great grandmother giving me something from the heart. She had made a cross for me that was white and light green in color. She makes a lot of things, but this was something special. There are many more fantastic things that she gave me, but I think this is more special than the others. I feel this way because it means so much to her. I love my grandmother very much. She gives her love to me and the gifts she gives to me are made from the heart. Whitney King, age 10 ❖❖❖ Beth, a relatively new teacher, gets nervous about two things: the first day of school, and observations by her principal. She says, though, she has found the secret ingredient for success: "When I need something I can really count on, I read aloud a picture book. I know students will pay attention to a good book and I choose one that will cause them to talk. A picture book's a great springboard for me to get the kids to talk, to read, and to write." On the first day of school, Beth reads The Teacher From the Black Lagoon by Mike Thaler, in which a child worries about what his new teacher will be like. He puts his head on his desk and daydreams that the new teacher will breathe fire from her mouth and have claw-like fingernails. Worst of all, she will assign 200 math problems on fractions that they haven't even studied. He awakens when a voice says, "I'm Mrs. Green, your teacher." The child is so surprised to see that his teacher is a pleasant-looking, smiling, friendly, normal human being 71 72 Picture Books that he jumps out of his chair, runs to her, and hugs her. The teacher says, "Well, thank you. I'm glad to be here." Not as glad as I am, he thinks. His school year is off to a good start—and so is Beth's. Children talk openly about things that worry them, as the conversation circles around the summer, the school year, books they've read, and books they want to read. When Beth is scheduled to be observed by the prin- cipal, she has Teresa Celsi's The Fourth Little Pig ready to read aloud. This takeoff on a fairy tale in which the fourth little pig—a girl pig—outdoes all her brothers guarantees lively discussion. Beth says, "Picture books fit into my model of read- ing for meaning. Children use pictures to predict what will happen in a story, to confirm their predic- tions, and to continue this process. Besides, they clarify meaning: My kids can see the difference be- tween a ring in a tub, a circus ring, a telephone ring, Cartoon-style art conveys a child's fears about the and a ring you wear on your finger. Some people may first day of school and an unknown new teacher in not consider these books 'high quality' literature, but The Teacher From the Black Lagoon. they certainly save the day for me. Having the right book triggers all sorts of excitement and talk, which leads directly into writing, comparing one book with PICTURE BOOKS another—intertextuality as I've heard it called— IN CHILDREN'S LIVES and more reading. They're the main component of my secret success packet. I couldn't teach without Picture books are essential to children's lives because them." they tell stories, elaborate concepts, or impart informa- Beth uses picture books for many reasons. When tion—all things that learners need. Picture books are she is launching a new school year or is concerned unique in the field of children's literature because they about being observed, she uses picture books to focus are defined by format (a combination of words and art) student attention and to elicit surefire responses. rather than content. When she wants to encourage talkative responses, she Children of all ages read picture books. Pre- chooses to read aloud picture storybooks with timely schoolers, as well as students in primary, interme- themes, ones that are brief, tightly written, and have diate, and advanced grades, read picture books surprise endings. She uses nonfiction picture books to appropriate to their interests. Young children, cap- present new information simply and to clarify complex tivated by stunning illustrations and lyrical texts, ideas. She finds that picture books help students effec- anticipate what comes next and gradually memo- tively build background knowledge about a new topic. rize their favorite books. This is exactly what we When she works with struggling readers or students want them to do. They begin by approximating read- not reading on grade level, she uses poetry in picture ing, grow in their knowledge and confidence of books because the limited amount of text on a page what the words say, and develop a lifelong love for does not intimidate them, yet provides the informa- books. tion they need to know. When she discusses art, she Picture books are usually the first books children uses her favorite picture books to illustrate art tech- see. Infants and toddlers grasp sturdy cardboard or niques and styles. When students need a break or a cloth books with bright pictures that capture their at- good laugh, she reads a picture book with poetry or a tention. Nursery and primary-grade children listen as good story. She chooses picture books carefully to ac- picture books are read aloud and develop concepts complish her goals. She knows that many students through the experience. Children most often hear have grown up in front of TV; they are often visually their first stories and informational texts read aloud sophisticated and need visual art to hold their atten- from picture books; these are ideally suited for reading tion. At the same time, they may have lost the ability aloud because large pages spread open wide across the to create images in their mind and need a powerful parent–child lap or to be seen by many children at story that suggests mental pictures. Picture books are once. Older students turn to picture books to see vivid the right answer. examples of literary techniques, the writer's craft, and Criteria for Selecting Picture Books 73 to explore difficult concepts presented in a concise manner. F i g u r e 3.1 CRITERIA FOR SELECTING DETERMINING PICTURE BOOK GENRE PICTURE BOOKS Fiction Nonfiction In this section we show how to evaluate a picture book Folklore Informational Books according to its genre, its text quality, and its artistic Fantasy/Science Fiction Concept Books quality. Criteria for specific genres of picture books are Realistic Fiction Poetry found in the genre chapters. Historical Fiction Biography/ Autobiography GENRES OF PICTURE BOOKS Picture books can be any genre. The questions Picture books span all genres. Many contain stories— listed here can help you to determine genre. realistic or fanciful, contemporary or historical; some If fiction: contain poetry, folklore, or information. The content Are characters fanciful (fantasy, science of a picture book determines its genre. Picture books fiction); believable (realistic fiction, designed to present information and develop concepts historical fiction); stereotyped (folklore)? differ from those designed to tell a story or present a Is the story set in the real world of the past poem. In order to read critically, we need to determine (historical fiction); of contemporary times what genre we are reading because we evaluate various (realistic fiction); in a future time (science genre differently. When you use a picture book, look fiction)? first to see what kind (genre) of picture book it is. Use the questions in Figure 3.1 to determine picture book Is the story set in a make-believe world genre. In subsequent chapters we present high-quality (fantasy)? picture books in each genre discussed. In this chapter Could the events in the story happen in a real we concentrate on books in several genres, all of world (realistic fiction, historical fiction)? which exemplify the picture book format. Could the events happen in a fanciful world (folklore, fantasy)? TEXT QUALITY IN PICTURE BOOKS Could the events happen in a future world (science fiction)? Fiction If nonfiction: Many picture books that are read aloud to children are narratives—books that tell a story. The narratives may Does it present details about a concept be folklore, fantasy, contemporary realistic fiction, or (concept book)? historical fiction. Whatever the type of narrative, we Does it present facts about a topic evaluate the text quality of the literary elements of set- (informational book)? ting, character, plot, theme, and style. Because picture Is it a realistic report about a person's life books contain an interplay of text and pictures, we (biography, autobiography)? evaluate differently from longer fiction where the text Is it verse or poetic language (poetry)? bears the full burden.

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