I use them as a way to bridge a conversation that otherwise might be hard for some of my students to start. At the moment I am contemplating whether to use The Day I Lost My Superpowers by Michael Escoffier or Wolfie the Bunny by Ame Dyckman as we get ready to discuss how we stop identifying ourselves as readers or writers tomorrow. Selecting one to be read aloud is not done lightly either. These are sacred texts we are bringing in, ones that will build our community, inspire us, and make us better readers and writers. I don’t just buy picture books because they look fun.
I am often asked why picture books? Why spend the money on these seemingly simple books? Do I really teach with them or is it just for fun? And sure, sometimes it is just for fun, but most of the time? Picture books are serious business in our classroom. So I read aloud, and we added one more book to our “How many picture books in a year” bulletin board and my students left feeling like there was absolutely nothing wrong with doing just this sharing a picture book even though now they are in middle school and maybe too old for some things. Story time began as we sat around the rocking chair.
No one laughed at him, instead others joined in, murmuring their appreciation as well. And not in a sarcastic 7th grade too-cool-for-school kind of way, but in the way that little kids say it excited to hear the story. As I invited my students to come on over, one boy clapped his hands, “Story time!” he said. As we discussed what makes a great reading experience. Today I read How to Read A Story by the amazing Kate Messner 5 times as we discussed what we love and hate about reading. 2 days into the year and already we have shared 5 picture books.
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