ࡱ> @B?M sbjbj== t0WWsl  ,L (    >  $R r g "   M     `Iɛv F0LK, L@Wordless Picture Books Clear Plot The Snowman by Raymond Briggs Breakfast for Jack by Pat Schories Hug by Jez Alborough The Ring by Lisa Maizlish Peep! By Kevin Luthardt Balloon Trip by R. Wegen Do you want to be my Friend? By Eric Carle Pancakes for Breakfast by Tomie dePaula Early Morning in the Barn by Nancy Tafuri Sidewalk Circus by Paul Fleischman and Kevin Hawkes Books by Mercer Mayer: Frog Goes to Dinner Paddy Porks Holiday Oops A Boy, A Dog, and a Frog Drip, Drop Books by Emily Arnold McCully: Four Hungry Kittens School The Christmas Gift First Snow New Baby Detailed Artwork/more complex themes (Best used with students who have a sense of story.) Tuesday by David Wiesner Window by Jeannie Baker Annos Journey by Mitsumasa Anno Zoom by Istvan Banyai References Adams, D. (200). Retrieved 06 05, 2003, from Writing Techniques Web site: http://www.tesltimes.com/writing.html. Andrea DeBruin-Parecki. (2005). Helping your child become a reader. 3rd ed. Jessup, MD: US Department of Education. Matulka, D. I. (2005). Wordless picture books. Retrieved September 23, 2005, from  HYPERLINK "http://picturingbooks.imaginarylands.org/resources/wordless/html" http://picturingbooks.imaginarylands.org/resources/wordless/html. Reese, C. (1996). Story development using wordless picture books. The Reading Teacher, 50(2), 172-173. Williams, B. O. (1994). Every picture tells a story: the magic of wordless books. School Library Journal, 40(8), 38-39. A Pictures Worth a Thousand Words Katie Lambeth Brann 2nd Grade Walkertown Elementary School  HYPERLINK "mailto:klbrann@wsfcs.k12.nc.us" klbrann@wsfcs.k12.nc.us RE 5040 Teacher as a Researcher Should I use wordless picture books? Wordless Picture books can be used with all levels of learners. Dont fall into the misconception that only children who cannot read the text on the page can benefit from the use of wordless picture books. Students in high school and college can use this genre to build skills. One-way wordless picture books can be used is as a transition from oral to written language. Reluctant writers in my second grade classroom used the illustrations to build confidence, which impacted their writing. Some students find it more enjoyable to write about wordless picture books than to write from their own experiences or imaginations. Students can fill in their details when reading the pictures. The greatest thing is that students are not bound by the text. They can make their own interpretations. (Reese, 172) When selecting wordless picture books to use with your students, look for books that would be intriguing to young readers. Look for books that allow students to use their imagination. Lastly, select books in which students are able to follow the sequence of actions. ___ _ ___ _ ___ _ ___ _ ___ _ ___ What can I teach using wordless picture books? Main Idea Inference Drawing Conclusions Cause and effect New Vocabulary Sequencing Quotations/Dialog Summarize Punctuation Verb Tense Character, Plot, setting Making Connections ___ _ ___ _ ___ _ ___ _ ___ _ ___  Activities: * Take a picture walk with a student and then have them read the story to you or tell the story together. * Talk with students about the objects on the pages to build vocabulary. * Let students read wordless picture books with a partner * Have students create their own picture book with their own drawings or pictures from magazines. *Let students write sentences on post-it notes about the pictures. Above all: *Plan activities to challenge the students and that have a purpose *Help students to be comfortable writing in a variety of writing styles $%0CUfi{2CRx/01EIn 췰죔|CJOJQJ^JB*CJOJQJ^JaJph<B*OJPJQJ^JphB*OJPJQJ^Jph OJQJ^J>*OJQJ^J6CJ$OJQJ]6CJOJQJ]^J56OJQJ\]^J6OJQJ]^J OJQJ^J >*OJQJ CJOJQJ0$%Cf{Cwx1<E$a$sEFGHIn R S T $a$TU, ? 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