Children And Adolescent Literature Reporters

CHILDREN AND ADOLESCENT LITERATURE REPORTERS: PEREZ, Destenee BAYOT, Ma. Cecilia FAJARDO, Abigael ALAO, Jennette TABURNAL, Christine MONTANO, Princes Mary EDANO, Rocelle PICTURE BOOKS 1. MILESTONE in the Development of the Picture Book

Publication of Millions of Cats by Wanda Gag 》Early important modern American picture storybook. 1938 Establishment of Caldecott Award for illustration in children's books in the United States. 》Promoted excellence in illustrating for children an encouraged talented artist to illustrate children's books. 1940

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Publication of Pat the Bunny

Publication of Aesop's Fables

by Dorothy Kunhardt

illustrated by William Caxton

》One of the first books for babies. Began the move to supply different types of picture books for different child audiences.

》 One of the first known illustrated books enjoyed by children. 1657 Publication of Orbis Pictus , written and illustrated

1957 Publication of The Cat in the Hat written and illustrated by

by John Amos Comenius

Dr. Seuss.

》 Considered to be the first picture book for children.

》 Introduced the easy-to-read genre of picture books.

1860 ~1900

1957

Golden Age of children' s book

Little Bear

illustration in Great Britain, led by Randolph Caldecott, Walter Crane, and Kate Greenaway.

written by Else Minarik and illustrated by Maurice Sendak.

》 Increased awareness, stature, popularity, and appreciation of children's picture books.

》 Introduced the easy -to-read genre of picture books.

1902 Publication of The Tale of Peter Rabbit

1962

by Beatrix Potter

Publication of A Snowy Day, written and illustrated by Ezra Jack Keats.

》 Early important modern picture storybook in English. 1928

》 One of the first picture books with a minority character as the protagonist to win the Caldecott Medal.

1967 Publication of A Boy, a dog , and a frog illustrated by Mercer Mayer. 》 Popularized the wordless book genre. 1972 Publication of Push Pull , Empty Full by Tana Hoban. 》Signaled the growing popularity of the concept picture book. 1974

and four-color printing presses and printing techniques that advances as a direct result in Industrial Revolution. During the nineteenth century, society began to accept the notion of childhood as a time of playing and learning. The first great book illustrators lived in 1800s by their beauty, charm, and humor of the illustrators Randolph Caldecott, Kate Greenaway, and Walter Crane brought children's book art to the attention of the general public. 3. Notable Authors and their Masterpiece

Publication of Arrow to the Sun: A Pueblo Indian Tale by Gerald McDermott.

Denise Fleming (January 21, 1950) from Toledo, Texas.

》 Signaled the emergence of picture books for older readers as a distinct type of picture book.

*Time to sleep (an owlet book)

1981

* Mama Cat has three kittens

Publication of "The Baby Board Books" by Helen Oxenbury.

* Barnyard Barner Board Book

》 Baby books were established as a distinct and important type of picture book.

* Alphabet under Construction

1990

*In the tall, Tall Grass In the Small, Small Pond

Color Zoo by Lois Ehlert wins a Caldecott Honor Award.

Barbara Coonley (Aug. 06,1917 - Oct. 10, 2000) from New York USA.

》 Recognitionof the engineered book genre.

*Hatie and the Wild

1991 Black and White by David Macaulay wins Caldecott Medal. 》 Denoted acceptance of nontraditional picture book formats. 2. Historical Overview of Picture Book Orbis Pictus (The World in Pictures) An ABC book written and illustrated by John Amus Comenius in Moravia and published in 1657, is considered as the first children's picture book. In 19th Century, Europeans and Americans believed that books were for the serious business of educating and soul saving, nor for enjoyment. It has a technological advance in color printing

*The book of Everything

*This is the Nest that Robin built

*Ox-Cart Man *Island boy Eleanor *Miss Rumpus *Roxaboxen *The Little Juggler *Chanticleer and the Fox Simms Taback (Feb. 13, 1932 - Dec. 25, 2011) from Bronx, NY. *This is the House that Jack Built *I miss you every day *Too much noise Postcard from Camp

*Peek-A-Boo Who?

Excellent Picture Books to read aloud:

*Farm Animals

Where’s my Teddy? – Alborough, Jez. Ages 58. Humurous story in verse.

*Kibitzers and Fools Bill Martin Jr. (March 20,1916- Aug. 11, 2004) from Hiawatha, Kansas. *Brown Bear, Brown Bear, What do you see? *Chicka Chicka, Boom Boom . Brown Bear and Friends *Ten Little Caterpillars *Here are my Hands *The Ghost Eye Tree *The Little Squeezy Bug 4. Evaluation and Selection of Picture Books Criterias that will help you to identify the best of the picture books: 1. The ideas in picture books should be original or presented in an original way. 2. Picture books should avoid racial, ethnic or sexual stereotyping in the text and illustrations. 3. Language and writing style should be rich and varied but not so complicated as to be incomprehensible to the child. 4. Illustrations should be appropriate in complexity to the age of the intended audience. 5. Children prefer color in illustrations, but color is not essential if illustrations are to work well in picture books. 6. When a book is to be shared with a large group, the illustrations must be large enough to be seen from a distance. Picture books selected for reading aloud to children by adults, especially parents and preschool and kindergarten teachers, should offer something to both listener and reader and promote interactive discussion between them. The amount of text on the pages of a picture book determines how long it will take to read the book aloud or for a child to read the book to herself or himself.

*Where my Buffaloes Begin – Baker, Olaf. Ages8-11. Illustrated by Stephen Gammel *The coming of the Surfman – Collington, Peter. Ages 11-14. *Abuela – Dorros, Arthur. Ages 8-11. Illustrated by Elisa Kleven *Amazing Grace – Hoffman, Mary. Ages 5-8. Illustrated by Caroline Binch *Officer Buckle and Gloria – Rathman, Peggy. Ages 5-8 *The amazing Bone – Steig, William. Ages 7-10 *The wretched stone – Van Allsburg, Chris. Ages 8-11 *Farmer Duck - Waddell, Martin. Ages 5-8. Illustrated by Helen Oxenbury *Hey, Al – Yorinks, Arthur. Ages 8-11. Illustrated by Richard Egielski.

Observing the role of Illustrations in Picture Books General Guidelines to improve your ability to read illustrations: Note characters and actions that are not mentioned. Note how character's physical characteristics are conveyed throughrge illustrations. Note how details such as clothing, architercture, and and mode of transportation estbalish and depict place and era of the story. Note whether and how the story's message and mood are conveyed by or underscored in the illustrations. 5. Types of Picture Books

Baby Books – these are simply designed, brightly illustrated, durable picture books that are intended for use with children aged 0 to 2. Safety is ensured by rounded corners, non-toxic materials, washable pages, and no loose attachments. Best baby books are those produced by Helen Oxenbury

quantity each numeral represents, and the counting sequence.

Types of Baby Books

Pattern Books- it strongly emphasizes word patterns. Also called codable books because of their language regularities in which certain phonological features are repeated.

Board Books- constructed of heavy and laminated cardboard. Vynil Books/ Cloth Book- It is little or no text. More on objects and routines that are familiar to an infant. Interactive Books- are picture books that stimulates a child’s verbal or physical participation as the book is read. These books ask the child direct questions, invite unison recitation of chants or repeated lines, encouraging clapping or moving to the rhythm of the words, or require the child and manipulate the book or find objects in the illustrations. The intended audience is usually children aged 2 to 6 Toy Books- Sometimes called engineered or mechanical books, toy books use paper that has been engineered (i.e., cut, folded, constructed) to provide pop-up, see-through, movable, changeable, or three-dimensional illustrations. Toy books can be found for all ages, but only those that have simpler engineered books. Wordless Books- The wordless book depends entirely on carefully sequenced illustrations to present the story. There is no text or the text is limited to one or two pages in the books. It is intended for pre-readers, usually children aged 2 to 4. When children “read” these illustrations in their own words, they benefit from the book’s visual story structure in several ways. Alphabet Books- the alphabet or ABC, book presents the alphabet letter to acquaint young children with the shapes, names, and in some cases, the sounds of twenty-six letters. Counting Books- presents numbers, usually 1 through 10, to acquaint young children with the numerals and their shapes (1,2,3…), the number names (one, two, three…), the sense of what

Concept Books- Is a picture book that explores or explains an idea or concept (e.g., opposites), an object (e.g., a train), or an activity (e.g., working) rather than telling a story.

Picture Storybook- is a book in which a story is told through both the words and pictures.Text and illustration occur with equal frequency in these books. Easy to Read Books- created to help the beginning reader read independently with success. Language is often, but not always controlled, and words are short and familiar. It can be used with children whenever they want to learn to read, but the audience for this type of book usually 5-7 years old. It differs in appearance from the picture storybook in several obvious ways. Picture Books for Older Readers- Generally, more sophisticated, abstract or complex in themes, stories and illustrations and are suitable for children aged 10 and older. It lends themselves well to use across the m idle school curriculum, including social studies, science, language, arts, math, music, and physical education. Considering the advantages of using picture books for older readers in middle and secondary schools. They can be used as teacher read alouds for introductions and supplements to textbook-based units of instruction. They can be used in text sets (several books on the same topic) for small group-in-class reading, analysis and discussion. They can be used by individual students as models of excellent writing. They are inject humor and stimulate interest in a topic and possibly provoke discussion which

would result in a deeper understanding of the content. They can demonstrate practical applications of concepts does for the concept of civil disobedience. They often have factual content that reinforces or adds to that found in textbooks, as Brett Harvey’s Cassies Journey: Going West in the 1860’s, illustrated by Deborah Kogan Ray, does for a unit of instruction about pioneer life in the mid-nineteenth century by adding awelath of doing about daily in wagon trait. They offer different perspectives on issues, such as the African-American perspective on the Civil War in Patricia Polacco’s Pink and Say. The traditional notion that picture books are only books for only younger children no longer applies.

Graphic Novels- the last decade has seen the emergence of graphic novels as a book format related to picture books. It is popular with middle and high school students and are beginning to be written for elementary grade students. Reluctant readers especially enjoy having these books as a reading option.

ART SPIEGELMAN’S two volume Jewish holocaust biography, Maus: A Survivor’s Tale, brought attention to this genre in 1992 by winning A Pulitizer Prize: Pedro and Me: Friendship, Loss and What I Learned by Judd Winick, a biography, is an example of a graphic novel appropriate for middle and high school students. Although a few graphic novels have been written 9-12 year-olds in the United States, translations of the French author Herge’s Tintin boy detective series, as well as the Japanese author Rumiko Takashi’s Inu Yasha science fantasy series re popular. Transitional Books- are special type of book for the child who can read but has not yet become a fluent reader. Children who read these books are typically between the ages 8-11.

Characteristics of transitional books are an uncomplicated writing style and vocabulary, an illustration on about every third page, division of text into chapters, slightly enlarged print and a length of approximately 50-100 pages. To write well for the beginning reader is real challenge, sincde thes stories must treat interesting in vivid language while remaining relatively easy to read. During the twentieth century the picture book was begun and developed as a genre, diversified to meet the demands of an ever-expanding audience and market, and improved as a result of new and refined printing technology. As researchers came to realize the connections between positive early experiences with good literature, early learning and future school success, new types of picture books were developed to serve both younger and older audiences.