Sequencing and Graphic Novels With Primary‐Grade Students

Abstract

The authors discuss the burgeoning number of graphic novels being published for young readers (approximately PK‐3) and suggest a new term for identifying this format and audience: primary graphic novels (PGNs), for primary level students. They go on to describe a series of lessons they conducted with a class of 1st and 2nd graders to capitalize on the children's curiosity for and interest in the graphic novel format in which sequencing was the primary skill addressed.

Using Every Word and Image: Framing Graphic Novel Instruction in the Expanded Four Resources Model

“…Much of the scholarship around using graphic novels in the classroom has ignored the design elements of graphic novels and the scaffolds that are likely needed to ensure that students know how to read the multiple cuing systems (Chase, Son, & Steiner, 2014;Connors, 2012;Pantaleo, 2014). One survey study of elementary teachers found that the respondents considered themselves novice graphic novel readers at a loss as to how to instruct students in selecting, evaluating, and reading graphic novels (Lapp, Wolsey, Fisher, & Frey, 2011).…”

Why Storytelling Matters: Unveiling the Literacy Benefits of Storytelling

“…18 Story sequencing is the ability to identify different events in a story and place them in chronological order.…”

The Intersection of Words and Pictures: Second Through Fourth Graders Read Graphic Novels

“…Ranker () looked at the use of comic books as read‐alouds in a first‐grade English learner classroom and found potential for deeper critical thought, although comic books are shorter than GNs and their material often does not offer as much thematic depth. Chase, Son, and Steiner () looked at ways to determine the attributes of GNs written for a primary school audience.…”