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The Joy of Wordless Picture Books!

They’re not just for little kids!. The Joy of Wordless Picture Books!. Benefits . Accessible by all reading levels Builds the ability to infer Allows for divergent thinking Promotes community Focuses on how the artist uses elements of art (Sanders, 2006) Writing opportunities.

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The Joy of Wordless Picture Books!

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  1. They’re not just for little kids! The Joy of Wordless Picture Books!

  2. Benefits • Accessible by all reading levels • Builds the ability to infer • Allows for divergent thinking • Promotes community • Focuses on how the artist uses elements of art (Sanders, 2006) • Writing opportunities

  3. So Can You Read a Wordless Book? • You betcha! • Reading is about meaning (Weaver, 2002) • Readers don’t have to concentrate on decoding • Readers’ main focus is to garner meaning from the illustrations

  4. Model! Model! Model! • Reading a wordless picture book is not as easy at it would seem! • It takes practice • It take close attention to detail • Teach your students to draw conclusions from what they see in the illustrations

  5. Reading Between the Lines • We infer all the time • Naturally • Without even thinking about it • Build from students’ strengths (background knowledge, BK) • Look for the “text” clues, TC • Combine and you get an inference, I • BK + TC=I (Harvey & Goudvis, 2005) • How Do I Make an Inference? Video (animoto.com)

  6. Unlike Math • 1 + 1=2 every time in math • Not so in reading • Readers come to the plate with different experiences • Therefore, according to Rosenblatt each person’s transaction with the text will vary (Fountas & Pinnell, 2001, p.258 ) • “…and that’s… okay, compliments of Stuart Smalley from Saturday Night Live

  7. We’re a Village • After students have “read” the text on their own give them a chance to discuss the book with peers who have also “read” book • Students will share their different interpretations with group members • Each group member will gain and change their schema (Fountas & Pinnell, 2001, p.357) as they hear various takes on the same text

  8. How does the artist use these to convey meaning? • Elements of Art • Line • Shape • Space • Texture • Size • Value (Sanders, 2010) • Principles of Design • Pattern • Movement • Rhythm • Balance • Contrast • Repetition • Proportion • Harmony & Unity • Variety • Composition

  9. Writing Opportunities • Focused free writes • Readers just write whatever is on their mind in response to the text • Narrative • Put words to the story, part or all • Descriptive • Choose one illustration • Describe the illustration • Extension: Hang copies of illustrations about the room • Give students typewritten copies of descriptive writing • Students match writing with illustrations • Dialogue • Pair students to write dialogue for characters in the story • Individuals create dialogue for the characters in the story • Students act out dialogue from the story

  10. Good Reads! • Fleishchman, Paul and Hawkes, Kevin. 2004. Sidewalk circus. Cambridge: Candlewick. • Geisert, Arthur. 2005. Lights out. Boston: Houston Mifflin Company • Lehman, Barbara. 2007. Rainstorm. Boston: Houghton Mifflin Company. • Lehman, Barbara. 2004. The red book. Boston: Houghton Mifflin Company. • Macaulay, David. 1990. Black and white. Boston: Houghton Mifflin Company. • Runton, Andy. 2004. The way home and the bitter summer. Marietta, GA: Top Shelf. • Selznick, Brian. 2007. The invention of Hugo Cabret. NY: Scholastic. • Tan, Shaun. 2007. The arrival. New York: Arthur Levine. • Varon, Sarah. 2007. Robot dreams. NY: Roaring Book Press. • Vincent, Gabrielle. 2000. a day, a dog. Asheville, NC: Front Street. • Van Allsburg, Chris. 1984. The mysteries of Harris Burdick. Boston: Houghton Mifflin Company. • Wiesner, David. 1991. Tuesday. New York: Clarion Books. • Wiesner, David. 1999. Sector 7. New York: Clarion Books. • Wiesner, David. 2006. Flotsam. New York: Clarion Books.

  11. References • animoto.com • Fountas, I. & Pinnell, G. (2001). Guiding readers and writers: Grades 3-6. Portsmouth, NH: Heinemann. pp. 258, & 357. • Harvey, S. and Goudvis, A. 2005. The comprehension toolkit. Portsmouth, NH: Firsthand. • Sanders, Jennifer (2010). “Class Notes for CIED 5423- verbatim.” OSU-Tulsa. • Sanders, Jennifer. (2006). “The art of picturebooks: The relationship between text and image.” The Dragon Lode. 25:1, p.3-8. • Weaver, C. (2002). Reading process and practice. Portsmouth, NH: Heinemann.

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