Dr Gilda MartinezAlba Dr Judith Cruzado Guerrero Towson Maryland Lets get to know you Who do you teach PreK 1grade 2 3 grade 4 6 grade 7 12 grade College ID: 701288
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Slide1
Wordless Books:So Much to Say!
Dr. Gilda Martinez-Alba
Dr. Judith
Cruzado
-Guerrero
Towson, MarylandSlide2
Let’s get to know you…Who do you teach?
PreK
– 1grade
2
– 3 grade
4 – 6 grade
7 – 12 grade
College
P
arentsSlide3
How many wordless books do you have?
0
1 – 5
6
– 10
11 – 15
20+Slide4
How often do you use wordless books?
Everyday
Once a week
Once a month
Once a quarter/semester
NeverSlide5
Do you know…when the first wordless book
was published? Was it:
1921
1932
1946
1950Slide6
1932
http
://www.amazon.com/What-Whiskers-did-Ruth-Carroll/dp/B0007DEVGO/ref=sr_1_3?ie=UTF8&qid=1454441007&sr=8-3&keywords=what+whiskers+didSlide7
Do you know…when the second wordless
book was published? Was it:
1933
1939
1942
1961Slide8
1961
http://www.amazon.com/Charlotte-Steiner-You-Tell--Gibralter-Library/dp/B00IWR8MTO/ref=sr_1_3?ie=UTF8&qid=1454440872&sr=8-3&keywords=I+am+Andy%3A++You-Tell-A-Story-BookSlide9
Wordless Books: For Motivation
Wordless picture books can be very engaging when used with English learners of all levels and ages to build English skills.
Students can feel successful, regardless of their literacy level in any language. Slide10
Wordless Books: Develop Various Skills with Visuals
oral language
vocabulary
listening
comprehension
writing skills
a
nd more!Slide11
Wordless Books: For Writing and Discussions
Students
of all ages can be
authors
This
can lead to a rich
discussion
Study at the University of Utah studied wordless versus picture books Slide12
Wordless Books: Develop Comprehension and Bilingual Skills
One of the main goals of reading is comprehension
Teachers can use wordless picture books to explain comprehension strategies
Time to work on comprehension can be provided, while working on speaking and bilingual skillsSlide13
Wordless Books: Parental Involvement
Parents wanting to participate in their child’s education can read the story to their child in any language, even if they cannot read or write in any language.
This
can potentially lead to get students interested in books, while showing parents how they can help with their child’s academic progress. Slide14
Wordless Books: Other Benefits
for close reading of illustrations to develop discussions
to work on making inferences Slide15
STORIES WITH EASY PICTURES TO FOLLOW:
A
Boy, a Dog, and a Frog
Carl at the Dog Show
Chalk
Flora and the Flamingo
My Friend Rabbit
Pancakes for Breakfast
Rainstorm
Shapes, Shapes, Shapes
The Lion and the Mouse
The Snowman
Wave
Slide16
STORIES WITH MORE COMPLICATED PICTURES TO FOLLOW:
Flotsam
Free Fall
Journey
Mirror
Mr.
Wuffles
Sidewalk Circus
The Red Book
Tuesday
Unspoken: A Story from the Underground Railroad
Zoom Slide17
http://www.amazon.com/Chalk-Bill-Thomson/dp/0761455264/ref=sr_1_1?ie=UTF8&qid=1455131631&sr=8-1&keywords=chalk+bookSlide18
ChalkChalk
is a
simple,
yet exciting book about drawings that come to
life
The
book has a lesson for
Chalk
emphasizing writing and
readingSlide19
Related Websites:
For
follow-up discussions, students could look at the artist, Julian
Beever’s
website to see amazing 3-D sidewalk chalk drawings:
http://www.boredpanda.com/44-amazing-3d-sidewalk-chalk-artworks-by-julian-beever/
Or, they could look on
Pinterest
to see more chalk illusions:
http://www.pinterest.com/michelle816/chalk-illusions/
On this
Pinterest page there are numerous ideas for sidewalk chalk activities:
http://www.pinterest.com/handsonaswegrow/sidewalk-chalk-activities/Slide20
Julian Beever’s Chalk ArtSlide21
Julian Beever’s Chalk ArtSlide22
Julian Beever’s Chalk ArtSlide23
Julian Beever’s Chalk ArtSlide24
Pinterest Chalk IdeasSlide25
Related Apps:Hello Chalk – free app for drawing with “chalk” on an
iPad
Art of Glow – free app for drawing with bright glowing colorsSlide26
Reference for Further Reading:
Tomas, Z.,
Kostka
, I., & Mott-Smith, J. A. (2013).
Teaching Writing.
Alexandria, VA: TESOL International Association.Slide27
http://www.amazon.com/Flotsam-David-Wiesner/dp/0618194576/ref=sr_1_1?ie=UTF8&qid=1455131720&sr=8-1&keywords=flotsam+bookSlide28
Flotsam
Flotsam
,
is
a complicated story about a camera’s travels in the ocean, which has a wealth of vocabulary that can be discussed. Slide29
FlotsamA mystery bag
Teacher shows book
S
tudents work in pairs to go over one illustration while discussing vocabulary
Students share ideas with the class or they could record themselves sharingSlide30
Related Websites:
Students could look at David
Wiesner’s
website to see other books he has written to conduct an author study and make text-to-text connections.
http://www.hmhbooks.com/wiesner/
index.html
In
Time for Kids
, a student interviewed David
Wiesner
. Students could follow the format to interview each other.
http://www.timeforkids.com/news/qa-david-wiesner/2986Slide31
David Wiesner’s Website: Slide32
Time for Kids Interview:Slide33
Related Apps:
GeoDash
- to learn more about the environment, National Geographic for Kids has this app for $
1.99
Ocean Sounds Relax n Sleep - free app that can be used to create a soothing classroom environmentSlide34
Reference for Further Reading:
Online
Teaching Activity Index: Audio Recording and Podcasting
http://www.ion.uillinois.edu/resources/otai/Audio.aspSlide35Slide36
References
Arizpe
, E. (2013). Making-meaning from wordless (or nearly wordless) picture books:
What educational research expects and what readers have to say.
Cambridge
Journal of Education, 43
(2), 163 – 176.
doi
: 10.1080/0305764X.2013.767879
Dowhower
, S. (1997). Wordless books: Promise and possibilities, a genre come of age.
Yearbook of the American Reading Forum. Retrieved
from
http
://
americanreadingforum.org
/yearbook/yearbooks/97_yearbook/
pdf
/ 06_Dowhower.pdf
Jung, Y. S., &
Commeyras
, M. (2012). Using wordless picture books to support
biliteracy
development: The case study of a six-year-old Korean ESL boy.
Primary English Education, 18
(2), 407-427.
Le Roux, A., &
Costandius
, E. (2013). Wordless picture books in parent-child reading
in a south African context.
Acta
Academia, 45
(2), 27 – 58.
Lindauer
, S. L. K. (1988). Wordless books: An approach to visual literacy.
Children’s
Literature in Education, 19
(3),
136 – 142.
McAdam
, J. E., &
Sinkie
, H. (2013). Picture books: Opening pathways for new arrival
children.
English 4-11,
16 - 20.
Peregoy
, S. & Boyle, O. (2013).
Reading, writing, and learning in ESL: A Resource
Book for Teaching K – 12 English Learners
. Boston, MA: Pearson.
Ramos, A. M., & Ramos, R. (2011).
Ecoliteracy
through imagery: A close reading of
two wordless picture books.
Children’s Literature in Education, 42,
325 – 339.
doi
: 10.1007/s10583-011-9142-3.
Stahl, K. A. D. (2014). Fostering inference generation with emergent and novice
readers.
The Reading Teacher, 67
(5), 384 – 388.
doi
: 10.1002/trtr.1230
Slide37
Questions?Slide38
Contact Info:
Gilda Martinez-Alba
gmartinez@towson.edu
Judy Cruzado-Guerrero
jguerrero@towson.edu