Wordless Picture BooksWordless picture books allow for students to create their own stories based on cohesive pictures. This provides students an opportunity to use reading skills, oral language skills, and vocabulary.
- Use picture books as a center or a specific book basket - Large group - Small group Using Wordless Books
They can be introduced by using a picture or poster without words. Have the students construct details about the picture and work together to place those details into a narrative. After several exposures to this kind of story telling, introduce a wordless book like you might other books; stating the title author/illustrator and making predictions about the book. Explain that the book doesn't have words to make a story and that they need to use details of the picture to create a story. However, they need to think about what they have told and how the story will continue with the next pictures as they tell the story (story grammar). Walk the students through the book, helping to steer them in the direction of the story. It might be best to agree on one intro and have students create the story. Resources |
Alphabet booksAlphabet books provide a way to teach young learners letters, letter sequence, and lettler-sound associations. These books also enhances listening and speaking. In the use of vocabulary, alphabet books can be divided into concept books and content books.
Using Alphabet Books
Alphabet Concept Books The primary focus of these books is for English Language Learners and young learners to help teach the alphabet and letter-word associations.
Alphabet Content Books These books are either topical or thematic presenting ideas and new language using the alphabet sequence.
Resources
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Taberski, S. (2011). Oral language and vocabulary: Principles and practices. In Comprehension from the ground up: Simplified, sensible
instruction for the K-3 reading workshop (pp. 188-201). Portsmouth, NH: Heinemann.
instruction for the K-3 reading workshop (pp. 188-201). Portsmouth, NH: Heinemann.