Children's Literature
Learning Module
- Creator(s):
Welcome to the Picture Books module of ENG: 235 - Children's Literature!
Each module will focus on one element of picture books- a definition, and a closer look at the types of picture books that exist today.
At the end of this unit, you will be responsible for creating a research project around a broad theme or topic that highlights an interpersonal issue, social justice concern, or an issue that has a direct connection to the lives of students, families, or the community (gender issues, cultural diversity, divorce, etc.). You must include a book from each of the picture book categories (wordless may be the hardest - you may skip this one if you must) that address your issue, along with any other additional research sources where you gather your information. See the project section for more details. including a copy of the rubric that will be used for grading this project.
Happy reading!
Welcome to the picture book component of ENG 235: Chilren's Literature!
Most of the in-person class time will be heavily focused on discussion of the lecture materials (which students are responsible for reading/viewing before coming to class) and discussion of the books students have read within each sub-genre.
Within these units, students will be answering reflection questions on each of the sub-genres. Encourage discussion both in the online component, and in-class component. Additionally, students will be describing a book they have read for the sub-genres.
NOTE: Before this class begins, upload a current copy of the syllabus (or relevant portions thereof) to the student introduction page, and make sure links already present are still working.
Push the project section when this module begins so students have the ability to begin working on the project as soon as possibl
You may assign this unit to last as long as you would like, however this unit has been designed to be completed within 1 week (1 - 3 hour class session, or 3 - 1 hour sessions). Students should complete this course PRIOR to attending the class sessions centered on picture books.
NOTE TO REVIEWERS: This module is meant to be one of several that undergraduate students would complete during the course of a 12-16 week children's literature course. Each week would focus on a separate genre, and therefore each genre would have it's own module, going into greater detail so that the bulk of class time can be focused on discussion of the books within that genre.
Additionally, the "Make an Update" sections are virtually the same for each section. This is done deliberately, so students are exposed to a wide variety of books within each unit, and also encourages students to stay on top of the required reading for the class (typically 60-80 books from all genres).
What is a picture book?
The phrase "picture book" is commonly used to describe a book, most often written for children, in which the content is conveyed through the use of words and pictures in combination or through pictures alone. A picture book differs from an illustrated book in that the pictures in contains form an essential part of the structure of the book. Due to physical factors in the bookbinding process, picture books are conventionally 32 pages long, although Little Golden Books are 24 pages.
While most picture books are written for younger children, in recent years a number of excellent picture books for upper elementary and middle school readers have been published. The definition of "children's picture book" and the categories of children's picture books have also expanded in recent years.
The Development of Picture Books
Picture Books are a relatively new form of book, originating in the early twentieth century. Wanda Gag is widely considered to be a pioneer in the development of the picture book form. The formula for illustrated books had been to show text on the left page and pictures on the right page, without combining them. In Millions of Cats, Gag mixed up the order of pictures and text, combined pictures and text, and stretched pictures onto more than one page. Her ideas paved the way for modern authors/illustrators like Maurice Sendak, Dr. Seuss, and Eric Carle.
How do picture books help children learn to read?
The experience of reading with a child creates a bond, hones a child's social skills, and demonstrates the value the adult places on stories and reading. Research shows that children should be involved in the process of reading a book. Allow the child to talk about things in the book by asking questions and helping the child describe what s/he sees.
The below video is the first of six in a series on why picture books are important. Please watch all six videos.
Make an Update: What picture books are especially meaningful to you? Which do you remember reading multiple times as a young child? What about those books made them special to you?
There is a lot of information presented in this one unit, but it is perhaps the most vital section in order to understand the topic. There is no discussion question posted, as most of the class discussion will focus on what picture books are, and this topic should be heavily exhausted during class.
Classic Picture Books: Often, when you see lists of recommended picture books, you'll see a list titled "Classic Children's Picture Books." What makes a picture book classic? A classic picture book is one that has remained popular and accessible for more than one generation. THe great Columbia University professor Mark Van Doren once defined a "classic" as any book that stays in print. If they're still around when others have disappeared, there must be sometihng to them. Examples include Harold and the Purple Crayon, Mike Mulligan and His Steam Shovel, The Cat in the Hat, and Goodnight Moon.
There are many classic picture books, and all one has to do to find lists are conduct a google search for "Classic Picture Books."
School Library Journal Top 100 Picture Books
Bustle.com 19 Classic Picture Books You Should Still Have on Your Shelf as an Adult
Comment: What is a classic picture book to you? Are there elements to this definition that you think are missing?
Make an Update: Read a classic picture book. Tell us about it - what is the title, who wrote and illustrated the title, and why did you choose this title? Try to find a book that no one else has already commented on.
"Classic" books, according to the definition offered, can be almost anything - books from when our grandparents were younger, to books that we (as adults) remember reading and want to share with our children. It may be helpful to include a list of specific "classic" titles that students should review in order to ensure they are reading the titles the instructor desires.
Example lists are included in the student section so they may find titles, but the instructor may desire to alter/eliminate/substitute these lists to their preference.
Board books are not really a sub-genre of picture book - rather they are a different format of picture books. Board books are meant for the youngest of readers. Board books have cardboard pages to withstand wear and tear from little fingers and mouths. Board books are typically geared towards children birth-2 years. Often, publishers will release popular picture books in the board book format so younger readers can fall in love with a title before they may be able to hold a "regular" book, or be able to turn pages without tearing.
Examples include: Goodnight Moon, the Gossie & Friends series, and most titles by Sandra Boynton (The Going to Bed Book, Pajama Time, etc).
Comment: Why are board books important? Why do we (parents, teachers, other adults) not wait to introduce books to children until they are old enough to know better than putting a book in their mouth?
Make an Update: Read a board book. Tell us about it - what is the title, who wrote and illustrated the title, and why did you choose this title (at least three reasons)? Try to find a book that no one else has already commented on.
Board books can cover a wide range of books - in fact, books from the latter units could easily be formatted as board books (think concept books, wordless books, etc).
The idea that board books are a format, rather than a genre, is an important one to distinguish. Watch the discussions in this unit - it may be an important topic to cover during class.
Easy reader books, also known as beginning readers or early readers, use a limited vocabulary and are structured as chapter books. Text blocks are bigger and the included images can function more as illustrations than as essential elements in the story. Easy readers are geared towards children ages 4-8, and/or novice readers.
Popular Easy Readers include the Elephant and Piggie series by Mo Willems, The Cat in the Hat or Green Eggs and Ham by Dr. Seuss, or Henry and Mudge. Many easy readers are part of a series- young readers can fall in love with a set of characters, and continue to develop their reading skills as they learn more about them. A very early example of these series is the Read with Dick and Jane series. In this series, and in many others, each of the books were geared towards specific reading levels.
Easy Reader Books that are Easy to Read
Goodreads List of Popular Easy Readers
Comment: Many publishers have their own definitions of "levels" - what may be level one for publisher A might be a level 5 reader for publisher B. What are the pros and cons to not having a unified system? Would you, as an educator or parent, prefer a unifed system?
Make an Update: Read an easy reader. Tell us about it - what is the title, who wrote and illustrated it, is it part of a series? Why did you choose this title (at least three reasons)? Try to find a book that no one else has already commented on.
Easy readers have no defined levels. Each publisher creates their own levels, and this can lead to confusion, boredom, and anxiety. If a reader pulls off a level three book but finds it very easy to read, they may become bored, and frustrated with the selection process. Alternatively, if a level 3 book is full of terms the reader can not identify, or concepts that are too advanced, the reader may find themselves angry or upset that they are unable to complete what they "should" have been able to.
Again - monitor this comment discussion closely. It could foster a very diverse range of opinions, and may be a great topic to bring up in class.
Non-fiction picture books introduce children to new subjects in a simple way. In recent years, we (teachers and parents) have come to realize that young children delight in learning about the world, and not just in fictional representations of it. In addition, there has been a growing realization of the importance of helping children learn strategies for reading the non-fiction texts they will increasingly be faced with in the upper grades. Therefore, Non-fiction and Biography picture books are a genre that is exploding in both quality and quantity. Recent publications reveal an emphasis on the visual elements, accuracy, and an engaging writing style.
Visual elements: Are the front and back covers appealing? Are the illustrations appealing? Is they typeface easy to read? Are the illustrations and book design colorful? Do the colors contribute to the theme, topic, or tone of the book?
Accuracy: Are consultants listed? Is information about the research process provided in introductory or endnotes, source notes, or bibliographies? Are there suggestions for further reading, or supplemental materials? Do illustrations accurately depict the text?
Engaging Writing Style: Does the author draw the reader in with an engaging lead? Are ideas logically ordered? Is the language appropriate for the audience? Are there interactive elements that help involve the reader?
Examples of good non-fiction picture books include: Why Do Dogs Have Wet Noses?, Slippery, Slimy, Baby Frogs, and What Athletes Are Made Of.
Biographies: The picture book format has proved effective for biographies, serving as an introduction to the lives of a variety of accomplished men and women. Picture books can appeal to a wide range of readers. Children in grades one to three may enjoy Who Says Women Can't Be Doctors or The Boy Who Loved Math: The Improbable Life of Paul Erdos. Older children (upper elementary to middle school) may enjoy The Right Word: Roget and His Thesaurus or The Librarian of Basra: A True Story of Iraq.
Comment: How can we encourage readers to interact with the text and take away as much information as possible? What kinds of questions can we encourage readers to ask as they explore non-fiction and biography picture books?
Make an Update: Read a non-fiction or biography picture book. Tell us about it - what is the title, who wrote and illustrated it? Why did you choose this title (at least three reasons)? Try to find a book that no one else has already commented on.
Non-fiction books have come a long way in a short time. Several of the suggestions listed are "hot" titles from recent years - make sure to update these before each class offering to ensure they are still relevant, and that newer titles have not been published that may better emphasize these points.
Note: Biographies could easily be their own subject depending on class time and instructor wishes. If desired, break this apart before publishing, or monitor for future uses of this module.
In wordless picture books, the stories are told completely by the pictures. There are no words in the story, or only a few embedded withing the artwork. One of the most stunning examples is The Lion and The Mouse, an Aesop's fable, retold in illustrations by Jerry Pinkney.
Making up stories to go with the pictures is a perfect pre-literacy activity. The books can appeal to children as young as 2 to children as old as 12. Wordless Books increase vocabulary, teach comprehension, support higher level thinking, and challenge the imagination of the reader.
As facilitators of reading, it is our job to encourage readers to develop the story by asking questions and prompting discussion. We can encourage readers to tell us about how the characters are feeling, or what is going on within each page.
Comment: What other questions can we encourage readers to ask as they "read" a wordless book? Are there other ways readers can interact with a wordless book?
Make an Update: Read a wordless picture book. Tell us about it - what is the title, who wrote and illustrated it? Why did you choose this title (at least three reasons)? Try to find a book that no one else has already commented on.
Especially important in the conversation of wordless books is how educators and parents can encourage readers to interact with these texts. Consider listing other questions in the discussion comments, or following along closely with the discussion to prompt reflection on this topic.
Concept books introduce children to a theme such as the alphabet, counting, colors, or shapes. Some can be as simple as "A is for Apple." Others are more complex like the Miss Bindergarten series, where each sentence uses a letter of the alphabet to tell a kindergarten story.
Concept books expand children's understanding of an idea, relationship, or theme. Patterned concept books also provide illustrated examples of various ideas and words. Books that have a strong pattern and rhythmic flow help children read along with an adult and predict what language will come next on the page.
You can recongize concept books by these signs:
Concept books are not easy to write- a lot of thought goes into them and if done well, you can come up with something distinctive with a lot of cleverness packed into it.
Examples of Concept Books include Freight Train, Feast for Ten, and Planting a Rainbow.
Comment: Why are concept books important? What do they teach that other picture book categories (or other books in general) do not? What ages are concept books appropriate for?
Make an Update: Read a concept picture book. Tell us about it - what is the title, who wrote and illustrated it? Why did you choose this title (at least three reasons)? Try to find a book that no one else has already commented on.
Concept books can cover a wide variety of topics. Encourage students to look at books they may not have thought of. Additionally, consider encouraging students to write their own concept book. This could be a fun, additional activity to bring into the class, if time allows.
There are several awards and honors that can be awarded to picture books. Many are genre dependant, but not all.
Caldecott Medal: Arguable one of the most well-known awards for children's books (the other would be the Newberry Award), the Caldecott Medal annualy recognizes the "most distinguished American picture book for children." This award focuses on the illustrations of the book, and therefore is awarded to the artist or illustrator of the book, whether or not he or she is the author of the text.
Caldecott Medal and Honor Books, 1938-Present
Coretta Scott King Awards: Given to outstanding African American authors and illustrators of books for children and young adults that demonstrate an appreciation of African American culutre and universal human values.
Kate Greenaway Medal: This is the UK's version of the Caldecott - it is awarded to the illustrator of one outstanding new book for children or young adults, published in the United Kingdom.
Charlotte Zolotow Award: Given to the author of the best picture book published in the US.
Christie Harris Award: Awarded to the author and illustrator of picture books, picture story books, and illustrated non-fiction books for children. Shared by the author and illustrator.
Batchelder Award: Given to the most outstanding children's book originally published in a language other than English in a country other than the US, and subsequently translated into English for publication in the US.
Geisel Award: Given annually to the author and illustrator of the most distinguised American book for beginning readers published in English in the United States.
Comment: Why is it important to distinguish "best books?" In the case of the Caldecott (and others), does it seem fair that only the illustrator (or author) receives the award? What are some pros and cons for the way the award is set up?
Make an Update: Choose an award winner from one of the above awards (NOT CALDECOTT, though if a book has one another medal in addition to the Caldecott that title is acceptable) and tell us about it - what is the title, who wrote and illustrated it? Why did you choose this title (at least three reasons)? Try to find a book that no one else has already commented on.
Alternatively, you can research other awards given to picture books, and inform your classmates about the award- who receives the award, how often is it presented, what are some of the more well-known titles that have received the award.
Only the more well-known awards have been listed in this category, as the number of awards possible are numberous. Encourage students to choose the alternative option of investigating other awards, rather than reading an award winner book.
Instructors could also explore the idea of eliminating the option of reading an award winner altogether.
For your final project illustrating (get it? haha) your knowledge of picture books, you will create a research project around a broad theme or topic that highlights an interpersonal issue, social justice concern, or an issue that has a direct connection to the lives of students, families, or the community (gender issues, cultural diversity, divorce, etc.). You must include a book from each of the picture book categories (wordless may be the hardest - you may skip this one if you must) that address your issue, along with any other additional research sources where you gather your information.
Write up a brief description (annotated bibliography entry) of the titles you are including, along with your reasoning for including these titles in your research project. Don't forget an information paragraph about your research topic!
This project will be due one week after the final class period relating to picture books, and then your classmates will have a chance to review the project and offer feedback. Your final revisions will be due one week after the initial due date (2 weeks after the last class session relating to picture books).
| Descriptor | 1 | 2 | 3 |
| Description of Research Topic | Author has not described topic at all, or argument makes little to no sense. | Author has begun to describe topic, but more information is needed, or argument made needs development, including additional resources to support point. | Author has adequately described topic. A sound argument has been crafted, additional resources have been cited to back up author's position. |
| Number of Resources | 3 of fewer picture book categories are included | 4-5 picture book categories are included | 6-7 picture book categories are included |
| Description of Resources | Few of the picture books selected have descriptions of why they were included and how they relate in to the author's topic. | Most of the picture books selected have descriptions of why they were included and how they relate to the author's topic. | All of the picture books selected have descriptions of why they were included and how they relate to the author's topic. |
| Additional Resources/Misc | 3 or fewer additional resources have been cited | 4-6 additional resources have been cited to help the author craft/define/explain their topic to the reader | 7 or more additional resources have been cited to help the author craft/define/explain their topic to the reader |
Students will have one week after the picture book lectures to create a research topic on any issue they feel may relate to readers. Students will have to find at least one book from each of the seven categories of picture books (although wordless books may be skipped if necessary).
The entire project will take two weeks - one week for students to prepare their project, 3 days for review, and 4 days for editing and re-submission.