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  • BUILDING INFORMATION LITERACY  
    Introduction Information Literacy Information Process Learning Outcomes Building Site What's New

     

    Barbara Reid Illustrator Study

    • Grade 1
    • Language Arts
    St. Peter's Consolidated School
    St. Peter's, PE, C0A 2A0
    Telephone: 961-7275
    Fax: 961-7277
    Website:

    Teachers:
    Eileen Higginbotham, Teacher-Librarian (higginbe@stpeters.edu.pe.ca)


    Project Outline

    Accompanying Documents
    (Adobe Acrobat [.pdf] Format)

  • Barbara Reid Booklet

    Introduction
    (Curriculum Context - Background Information)

    This Resource-Based Learning activity involves grade one students completing a booklet about author/illustrator Barbara Reid. Students visit the library learning center for one hour every day as a whole class for five days in total. The T-L, with the assistance of the classroom teacher(s), will read titles to the students and discuss the illustrator and her books. This is also an opportunity for the students to be exposed to the features of a book such as title page, spine label, publishing information, awards, etc.

    This author study may be followed by an art activity that focuses on Barbara Reid's approach to illustration. Grade One children really enjoy using plasticene to create their own three dimensional illustrations. Teachers and teacher-librarians often encourage them to illustrate other types of birds that could have been included in Have You Seen Birds? This calls for additional resources (not listed in this Building Plan) such as small squares of posterboard, plasticene and tools for creating the pictures. Barbara Reid's book, Playing With Plasticene, is recommended here. Students may have used plasticene as a modeling meium but different techniques are required for illustrating.


    General Goals
    (Why are we doing this?)

    To introduce students to 3-D illustration style.

    To expose children to the work of Barbara Reid.

    To reinforce the features (within context) of books such as title page, spine label, publishing information.


    Student Learning Outcomes
    (Knowledge, Skills, Strategies and Attitudes from the Atlantic [APEF] Curriculum)

    Planning Stage

    GRADE LEVEL: 1
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • express feelings and give simple descriptions of past experiences (1)
  • begin to ask and respond to questions, seeking information (2)

  • GRADE LEVEL: 1
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • participate in conversation and in small- and whole-group discussion (1)
  • respond to and give simple directions or instructions (3)

  • GRADE LEVEL: 1
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • regard reading/viewing as sources of interest, enjoyment, and information (1)
  • select, with teacher assistance, texts appropriate to their interests and learning needs (3)

  • GRADE LEVEL: 1
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • with assistance, interact with a variety of simple texts (1)

  • GRADE LEVEL: 1
    GCO H (Writing/Other Ways of Representing)
    use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

  • use writing and other forms of representing to convey meaning (2)
  • Gathering Information Stage

    GRADE LEVEL: 1
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • regard reading/viewing as sources of interest, enjoyment, and information (1)
  • select, with teacher assistance, texts appropriate to their interests and learning needs (3)
  • engage in reading or reading-like behaviour as they experience a variety of literature (4)

  • GRADE LEVEL: 1
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • with assistance, interact with a variety of simple texts (1)

  • GRADE LEVEL: 1
    GCO F (Reading/Viewing)
    respond personally to a range of texts

  • respond personally to texts in a variety of ways (1)
  • express opinions about texts and the works of authors and illustrators (2)

  • GRADE LEVEL: 1
    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • recognize some basic types of texts (1)
  • recognize some basic components of texts, such as author, illustrator, and title (2)
  • begin to ask questions of texts (3)
  • Interacting With Information Stage

    GRADE LEVEL: 1
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • begin to ask and respond to questions, seeking information (2)
  • express opinions (3)
  • listen to the ideas and opinions of others (4)

  • GRADE LEVEL: 1
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • participate in conversation and in small- and whole-group discussion (1)
  • respond to and give simple directions or instructions (3)

  • GRADE LEVEL: 1
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • select, with teacher assistance, texts appropriate to their interests and learning needs (3)
  • use, with support, the various cueing systems and a variety of strategies to construct meaning from text (5)

  • GRADE LEVEL: 1
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • with assistance, interact with a variety of simple texts (1)

  • GRADE LEVEL: 1
    GCO F (Reading/Viewing)
    respond personally to a range of texts

  • respond personally to texts in a variety of ways (1)
  • express opinions about texts and the works of authors and illustrators (2)

  • GRADE LEVEL: 1
    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • recognize some basic types of texts (1)
  • recognize some basic components of texts, such as author, illustrator, and title (2)

  • GRADE LEVEL: 1
    GCO H (Writing/Other Ways of Representing)
    use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

  • use writing and other forms of representing to convey meaning (2)

  • GRADE LEVEL: 1
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • with assistance, engage in the research process to construct and communicate meaning (5)
  • Organizing Information Stage

    GRADE LEVEL: 1
    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • begin to ask questions of texts (3)

  • GRADE LEVEL: 1
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • with assistance, engage in the research process to construct and communicate meaning (5)
  • Creating New Information Stage

    GRADE LEVEL: 1
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • express opinions (3)

  • GRADE LEVEL: 1
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • use, with support, the various cueing systems and a variety of strategies to construct meaning from text (5)

  • GRADE LEVEL: 1
    GCO H (Writing/Other Ways of Representing)
    use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

  • use writing and other forms of representing to convey meaning (2)

  • GRADE LEVEL: 1
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • use some conventions of written language (2)
  • with assistance, engage in the research process to construct and communicate meaning (5)
  • Sharing and Presenting Information Stage

    GRADE LEVEL: 1
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • express feelings and give simple descriptions of past experiences (1)
  • express opinions (3)

  • GRADE LEVEL: 1
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • use some conventions of written language (2)
  • with assistance, engage in the research process to construct and communicate meaning
    -- share information with others in a variety of simple ways (5)
  • Assessment and Evaluation Stage

    GRADE LEVEL: 1
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • begin to ask and respond to questions, seeking information (2)
  • express opinions (3)
  • listen to the ideas and opinions of others (4)

  • GRADE LEVEL: 1
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • participate in conversation and in small- and whole-group discussion (1)
  • respond to and give simple directions or instructions (3)

  • GRADE LEVEL: 1
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • with assistance, interact with a variety of simple texts (1)

  • GRADE LEVEL: 1
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • use some conventions of written language (2)
  • with assistance, engage in the research process to construct and communicate meaning (5)


  • Learning Resources Required
    (Print, non-print, audio-visual, electronic, community)

    Print - Books About Barbara Reid Illustrator Study

    • Effie, Beverly Allinson, Scholastic Canada, 1990
    • Gifts, Jo Ellen Bogart, Scholastic Canada, 1994
    • Have You Seen Birds, Joanne Oppenheim, Scholastic Canada, 1986
    • Jenny Greenteeth, Mary Alice Downie, Kids Can Press, 1984
    • The New Baby Calf, Edith Newlin Chase, Scholastic Canada, 1990
    • The Party, Barbara Reid, North Winds Press, 1997
    • Two by Two, Barbara Reid, Scholastic Canada, 1992
    • Zoe's Rainy Day, Barbara Reid, HarperCollins, 1991
    • Zoe's Snowy Day, Barbara Reid, HarperCollins, 1991
    • Zoe's Sunny Day, Barbara Reid, HarperCollins, 1991
    • Zoe's Windy Day, Barbara Reid, HarperCollins, 1991
    • Mustard, Betty Waterton, Scholastic-Tab, 1983
    • Sing a Song of Mother Goose, Barbara Reid, Scholastic Canada, 1987
    • Playing With Plasticine, Barbara Reid, Kids Can Press, 1988
    • Fun With Modeling Clay, Barbara Reid, Kids Can Press, 1998
    • Meet The Authors and Illustrators, Deborah Kovacs, Scholastic Canada, 1991
    • Visiting Granny, Kim Fernandes, Annick Press
    • Just You And Me, Eugenie and Kim Fernandes, Annick Press, 1993
    • Little Toby and the Big Hair, Kim and Eugenie Fernandes, Firefly, 1997

    Audio/Visual

    • Meet Barbara Reid, Scholastic Canada, 1997 (Videocassette)

    Electronic - Websites

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