Source:
Nambiar, M.K. (1991). Big books for little readers: works in the esl classroom too. Retrieved from http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED333736&ERICExtSearch_SearchType_0=no&accno=ED333736
The Big Book approach means exactly what it says, in that it is an instructional strategy that uses a big book to facilitate a child’s learning and knowledge of text. Enlarged texts, normally 18 to 20 inches tall with text at least an inch, helps to engage all students in the classroom, as everyone is able to see and react to the text and pictures. Perhaps the greatest benefit of using a Big Book, is that it truly captures the idea of story-time. Some students may receive the support at home, in which there parents lay in bed with them and read a story, however many may not receive this positive support. Using the Big Book approach, students are able to experience story-time and develop the cohesiveness between the text, themselves, and their teacher. Early literacy is crucial in that it helps shapes the student’s knowledge and learning of reading material. The Big Book approach works by using an enlarged text, and the teacher sits where everyone can see the book, the text and the pictures. The teacher begins by going through all the pictures, engaging the student’s by having them predict what the story is going to be about. Once this is complete the teacher begins reading the text, then showing the class the corresponding picture. It is important to read the text to the students before showing the pictures, as often times, the students will fixate on the images and neglect to listen to the text. After the teacher completes the reading, questions that develop critical thinking can be asked. Teachers should not ask nit-picky questions, rather they should ask questions related to the main idea, plot, setting, characters, etc. The teacher can then go back through the text, pointing out sight words, asking students to show you certain words, the sentence that reflects the main points, etc. Throughout the next few days, the teacher can use the same big book, using it as a guide to teach words, sounds, and repeated readings, through echo readings, choral readings, and assisted readings, which has been proven to develop fluency. To take the big book approach even further, the teacher can supply smaller copies to students, and fluency, phonics, and sight words can be developed even further by focusing on individualized instruction.