Students can spend some time examining these picture books and adding more points of discussion to their lists.īring the class together and start a class list of attributes of picture books. It would be helpful for the teacher to have a number of different picture books in the classroom and hand them to students when they have finished taking notes from their discussion.

Students discuss then write down their ideas on what a picture book is and what a good picture book might be. This also supports students building on previously completed work and building the connections already made rather than starting again.

There is no discussion or uncertainty and they can immediately focus on the task at hand. This means that whenever they are involved in partner work they can go straight to their partner and begin. Students will be working with the same partner throughout this unit of work. Then ask, ‘What makes a good picture book?’. Students find a partner and reflect on this question together. Write the question ‘What is a picture book?’ on the whiteboard. This unit of work aims to stretch and develop the traditional concept so that, depending on the author, illustrator and complexity of themes, picture books can be for everyone. Many contemporary picture books are, however, multilayered and are often appropriate for different ages. They are often used to engage and support young readers as they are learning to read. Picture books have traditionally been seen as part of the early years of primary school. Connecting to prior knowledge What is a picture book?

The Red Tree by Shaun Tan