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How do you incorporate wordless picture books at the middle school level?

How do you incorporate wordless picture books at the middle school level?

Raedene #questionnaire

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13 Answers

Sarah

I’m 4th grade, but I use them to kick off making inferences.

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RaedeneQuestion author

Thx great idea!

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Michelle

I just did this last week. I did minilessons on visualizing and inferring. As a culminating activity, each group randomly selected a wordless picture book from my collection. I then had them read the book and fill in a plot mountain (including theme). They then paired up with another group, read their book aloud, shared their theme, and reversed roles.

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Pernille

Inferring, symbolism as well as following story line are some of the things I do with them. They are fantastic for staring discussions concerning interpretation and really level the playing field for a lot of kids

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Val

I often use them for inferencing. I also love to use them to encourage kids to think about their thinking.

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Amber

One inferencing tool would be to skip a page when reading then ask what they think was on the skipped page…and even draw it!

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RaedeneQuestion author

Great ideas thx

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Maria

You can also have students write the accompanying story.

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Renae

Rising action, climax, falling action

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Jenifer

Sharing an article I wrote about using them in 4th grade:http://www.booksourcebanter.com/2016/06/30/finding-right-words-exploration-wordless-picture-books/

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RaedeneQuestion author

FANTASTIC!!! great suggestions and application. I may try this at the beginning of the year as they are getting used to one another and how we are incorporating tech.

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Debbie

A wordless picture book like Henry Cole’s Unspoken requires a lot more background knowledge of American History than most elementary school students have, so it depends on the book. Du Iz Tak by Carson Ellis is a super fun one to talk about the structure of language (it’s written in a made up language so you have to use the pictures to figure out what’s going on, but eventually you can figure it out- it’s like if Cirque du Soleil was a picture book). Inferencing and implying are two things that come to mind. Building classroom community would be another one-I think @Pernille talks a lot about in the book. Giving each other a common language.

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Natalie

People have already said symbolism, inferring, but I would also add perspective. It is amazing to hear different readers’ perspectives on what they are seeing, when they are not told what the narrative is explicitly.

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