Four training areas to go further
These internship proposals are intended for structures and their beneficiaries.
They are adjusted and co-constructed upstream to best meet the training needs.
Find the detailed sheets in the downloadable catalog below.
Area 1Picture books, a literature in its own right
Area 2Reading practices
Area 3Reading aloud, interpreting
Area 4Project methodology
Area 1Picture books, a literature in its own right
PICTURE BOOK ANALYSIS
A session that combines theory and practice to acquire the tools allowing the analysis of picture books in their diversity, in order to nourish his critical eye, refine his choices, and develop his skills as a mediator of the book.
DISCOVERING CHILDREN’S WORD BOOKS AND ALPHABET BOOKS
Among the first childhood books, these works accompany the child in his discovery of the world and the language, and are part of our selections of picture books, in particular with toddlers, but also with older and younger children, and adults far from the written word. An opportunity to renew your perspective on this kind of picture books and to think about avenues of reading.
DISCOVERING THE WORK OF AN AUTHOR-ILLUSTRATOR
Let’s meet the universe of an author-illustrator to offer a rich mediation of his work, through an analysis of picture books, interpretation tracks, the exploration of his narrative and iconic references, observations of shared readings and suggestions for readings aloud.
Session already available around the work of Emmanuelle Houdart.
« JE LIS – JEUX LIVRES » [I READ – BOOK GAMES]
The interactivity of playful picture books promotes encounters and entry into literature. By questioning our relationship to games, let’s discover the different forms of game picture books and the authors who excel in this universe, to share them and integrate them into our reading proposals.
PICTURE BOOKS AT ALL AGES OF LIFE
Read with me has been sharing for many years so-called “children’s literature” picture books with “grown-ups”: teenagers and adults. A session to discover multigenerational picture books, delve into their narrative power, and make bridges with adolescent and adult literature.
PICTURE & DOCUMENTARY BOOKS FOR CHILDREN (3-6 yrs)
A session to forge links between documentary picture books and fictional picture books, which offer a diversity of approaches and universes, which makes it possible to bring documentary collections to life with children in full discovery of the world.
PICTURE BOOKS, EDITORIAL ADAPTATIONS AND DYSLEXIA
For a young person with dyslexia, reading practice can be an obstacle course. How then to feed his desire and his pleasure to read? Publishers are publishing more and more “dys” adapted books. A session to understand these adaptations and articulate them with the classic edition and thus continue to offer literature of narrative, literary and graphic quality.
TOUT LIRE TOUT DIRE (OU PAS) AVEC LES ALBUMS JEUNESSE ?
Big questions aren’t just for grown-ups, and little kids ask big questions early on. The child constructs himself and tries to understand the world he discovers from an early age. We offer an exploration of works that are sometimes difficult to approach, which can accompany the child through words and images in world’s complexity and his questions.
BESTIAIRES – BIG AND SMALL BEASTS THAT POPULATE PICTURE BOOKS
Proposals for (re)discovering our albums, in terms of the place taken by animals, small or large… Characteristics, representations, roles and symbolism… a lively and animated exploration of albums at the height of curiosity children!…
Choice of sessions already available: owl, snail, ant, giraffe, earthworm, fox, duck, elephant.
HUMOR IN PICTURE BOOKS
Authors and illustrators frequently use humor in their picture book creations. A session to explore the role of humour, its different forms according to age, and discover picture books to include in reading proposals.
PICTURE BOOKS WITHOUT TEXT
“There’s nothing to read!…” The picture book “without text” is destabilizing… and yet it requires reading skills that are very complementary to reading text by often offering a very elaborate visual language. This session will allow you to approach this world all in images, to dare to share it with children who are often much more competent in reading images than adults!
Detailed sheets in the training catalog
Area 2Reading practices
READING ALBUMS AND CHILD DEVELOPMENT (0-6 years)
“Do children need books to grow? Yes, but not just any! », says Joëlle Turin, critic and trainer in children’s literature. To better convince yourself of this, let’s make picture books resonate with landmarks on child development.
READING WITH AUDIENCES WITH COGNITIVE OR SENSORY DISABILITY
Welcoming these audiences requires specific projects. The mediation of reading aloud – of picture books or other types of writing, including adapted works – makes the texts accessible for a living, embodied encounter, encouraging exchanges and opening up possibilities.
Session transferable to other “remote” or “impeded” audiences.
THE PICTURES BOOK FOR TEENAGERS, STORIES PASSERS
For many years, Read with me has been working with teenagers and pre-teenagers on picture books, especially those with reading difficulties: young people are prepared and accompanied to go and read picture books to other audiences. Rich and mobilizing actions.
Session transposable to other audiences for intergenerational readings.
READING ALOUD WITH ELDERLY PEOPLE
Sharing picture books with elderly people may seem surprising at first. But in an adult-to-adult approach, by carefully choosing the works, the readings aloud of romantic and philosophical texts, poetry, songs, theater and picture books combine to offer rich privileged moments exchanges and emotions.
READ IN HOSPITAL or READ IN MATERNITY
The session deals with readings with newborns, or hospitalized children, and their families, in conjunction with the professionals involved. So many rich and complex experiences, which contribute to care and support.
Detailed sheets in the training catalog
Area 3Reading aloud, interpreting
READ ALOUD ALL TYPES OF LITERARY TEXTS
The mediation of texts and works (whether for picture book, poetry, theatre, novel, an article, or even a speech, etc.) depends on the quality of the reading aloud that will be made of them. It is a question of exploring different textual materials and the dimensions of meaning, body and voice, taking into account the diversity of reading contexts.
FROM BODY TO TEXT
The voice is body, reading is voice and presence, presence of the body in a given space, presence in the text and presence in the audience. An apparently simple but demanding exercise, reading aloud various literary works involves exploring these bodily and vocal dimensions for a quality of presence and interpretation.
GLOUPS! ONOMATOPOEIA IN THE PICTURE BOOKS
It’s CROC! It’s SPLASH! And it’s POOL! Or BOOM! Or WOW! Sometimes even GRRR! Children’s literature picture books are full of onomatopoeia and linguistic inventions to analyze and explore over the picture book to better put them in your mouth.
STORYTELLING & READING, THE LINK FROM ORAL TO WRITTEN
Reading aloud is part of the arts of storytelling, but how far is it inspired by the art of storytelling? An exploration and experimentation of the links between storytelling and picture book, oral literature and written literature, in the service of better transmission.
READ “MORE COMPLEX” PICTURE BOOKS
A session to discover picture books in a “more literary” form, with a more colorful, poetic, dreamlike and metaphorical language and universe, and to think about the audiences with whom to share them.
Detailed sheets in the training catalog
Area 4Project methodology
DEVELOP A READING PROJECT IN MY STRUCTURE
The session addresses the conditions for setting up a regular reading project within his structure, integrating the book into the daily lives of professional teams, children, people received and involving other people to enrich the project.
Session that can target a type of project depending on the structure and/or the public encountered, for example baby-readers in the library, children, adolescents or adults in a home or social center, toddlers in a childcare center, children in school environment etc.
DEVELOP READING PARTNERSHIPS IN A TERRITORY
A light and inexpensive device, reading aloud can have great effects, by being part of relatively simple projects to set up, or more complex projects with many partners. The session discusses some of the ingredients that contribute to a successful reading project.
ORGANIZE AND LEAD A READING COMMITTEE
Make and present a quality selection taking into account the public concerned and the demand: new releases, classics, a theme, an age group… A session to organize a critical and relevant committee that nourishes, awakens and convinces, without forget friendliness.
TRAIN AND LEAD A GROUP OF PARENT READERS
A session to discover how to develop a dynamic of volunteer parent readers engaged in regular reading sesions with children in nursery school or social center, with the support of local partners.
Detailed sheets in the training catalog
All proposals for fundamental internships can also be deepened.
Are you interested?
Consult the
Training catalog
Adjusted programs
and quote on request
Training referent
Veronique Bous
project manager