Using Picture Books for Differentiated Instruction

Lukehart, W. (2010). Art in Theory and Practice, II. School Library Journal, 56 (2), 20-21. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=47927369&site=ehost-live

Lukehart’s (2010) article, “Art in Theory and Practice,” is the “second part of a series devoted to the intellectual and social benefits of visual thinking” through the use of picture books. Students are shown the picture book and the teacher uses the think-aloud process to discuss the book. While Lukehart (2010) pointed out that younger students were engaged in the process by asking questions and offering suggestions, older students viewed this think-aloud process as more of an interruption and wanted the teacher to get on with the reading. Lukehart (2010) states that as we learn how to read, we have more words and few pictures, and she wants to reverse this process. Lukehart (2010) also suggests that teens can engage in this process with younger readers, as well. In addition, using picture books is great for differentiated instruction.

I feel that at a time when there are more and more students who have learning difficulties, using picture books helps students engage in reading in the classroom and gives these students a sense of achievement rather than frustration. Also, I know that teenagers enjoy revisiting picture books that they read as a child or that their parents read to them. In addition, because they are so visual and artistic, graphic novels are one of the most popular reading choices for teenagers today. It is important to choose and discuss material that the students enjoy in developing a love for reading.

I particularly like to use picture books for providing multi-cultural literature into the classroom. Currently, I am working with an English teacher in which the students read a novel from a different culture and compare how the culture is represented in the novel with how the culture is represented in a picture book. For example, Wayson Choy’s All That Matters (2006) and Paul Yee’s Ghost Train (1996) represent certain aspects in the Chinese culture. By comparing the novel with the picture book, the students can understand so much more of the picture book and see that picture books are not just for people who cannot read words.