Wordless Picture Book Project
Wordless Picture Book Project
By Jennifer Jones
April 25, 2006
RE 5130: Teaching the Language Arts
Dr. Beth Frye
Population: I worked with kindergartener Student A , age 6, who is a white, male, beginning reader and writer.
Participation structure: I worked with Student A individually.
Books Used: Goldilocks and the Three Bears
Illustrated by Ben Mahan
Deep in the Forest
By Brinton Turkle
Purpose of Instruction: My goals for this project are:
➢ to help Student A see himself as a reader and writer
➢ to provide Student A with a springboard for writing
➢ to promote Student A’s creativity
➢ to help Student A put words with pictures. He likes to draw, but does not like to write sentences to go with them
Plan for Instruction:
1. Student A and I will partner read Goldilocks and the Three Bears. He is familiar with the story, however, this is to refresh his memory.
2. Student A and I will then take a “walk” through Deep in the Forest.
3. I will then transcribe as he tells me the words to the story.
4. After he has told the whole story, I will read it back to him. I will ask questions about vague parts to get him to add more details.
5. After revising, I will read the story back to him to make sure I have captured what he wanted to say. I will revise as necessary.
6. I will then type the words on individual pages, so he can illustrate the story.
7. He will then illustrate each page and design a cover.
8. Finally, he will share his book with his grandparents and dad.
Projected Results: I hope Student A will see himself as a writer. He is an excellent reader, but is reluctant to write. I also want him to see you can take text and make pictures to create a book.
Rubric to use for evaluation:
|Question |Yes |No |
|Did Student A see himself as a writer? | | |
|Was he reluctant to write his story? | | |
|Could he take the text and create pictures to make a book? | | |
Interview with Student A:
Jennifer: Have you ever looked at a wordless picture book before?
Student A: No
Jennifer: Did you like the wordless picture book?
Student A: Yes
Jennifer: What did you like about it?
Student A: When Papa and Mommy chased the bear
Jennifer: That was your favorite part of the book. Did you like the pictures in the book?
Student A: Yes
Jennifer: Did you like writing and drawing your own picture book?
Student A: I never made a book, and I just wanted to
Jennifer: You never made a book, and you just wanted to, that was the best part?
Student A: Yep
Jennifer: You liked to make your own book?
Student A: Yes
Jennifer: Did the pictures in the book help you write your story?
Student A: Yes
Jennifer: How did they help you?
Student A: By looking at the pictures
Jennifer: So the pictures helped you think of words?
Student A: Yes
Jennifer: What was your favorite part of writing the words to the book? What did you like about it?
Student A: When I wrote that the parents came in the house and saw that there was a mess
Jennifer: Did you like being able to put your own words to the story, or do you like it when stories have words for you to read?
Student A: I like putting my own words in it
Jennifer: Why?
Student A: Because it’s like really fun
Jennifer: It’s a lot of fun
Student A: Yeah
Jennifer: Was there anything you did not like about doing this book?
Student A: Drawing the pictures
Jennifer: You liked writing the words, but not drawing the pictures. Would you like to write the words to another book?
Student A: Yes
Jennifer: Why would you like to do that?
Student A: Cause it was just my favorite
Jennifer: Because you liked writing the words, but not drawing the pictures. What was your favorite part of this project?
Student A: Writing the words
Jennifer: Do you think you will try to write and illustrate your own book?
Student A: Yes
Jennifer: What would you like to do your next book on?
Student A: My school
Impact on Student Learning:
|Question |Yes |No |
|Did Student A see himself as a writer? |x | |
|Was he reluctant to write his story? | |x |
|Could he take the text and create pictures to make a book? |x | |
This project helped Student A see himself as a writer. I was very surprised that he liked writing the words, not drawing the pictures. I was impressed by the some of the word choices he made in his story. He used verbs like peeked, rocked, jumped, and climbed. He also used directional words in his story (sideways, backwards, and front).
The pictures in the book were a wonderful springboard to get him to write. I think he liked that I was transcribing for him. He liked the fact that he did not have to write the words. The combination of the pictures and me transcribing helped remove some of his reluctance to write a story.
Student A is very creative. Sometimes, I think his school environment stifles his creativity. This was evident when he said he always wanted to write his own book. He has written pages for class books, but he has never been given the opportunity to write his own book.
Student A did a great job putting the text he had written and making pictures to do go with them. He was so excited to make the book. He could not wait to put his name on the front cover. He can not wait to write his next one about his school.
This project came out as I hoped, except for the fact that he did not like drawing the pictures. Usually, Student A loves to draw. I think that drawing twenty-four pictures was somewhat overwhelming to him. I had hoped that this would help with his reluctance to write, and he cannot wait to write his next book. I was also glad to see that he was willing to put his words with his drawings.
I also used this project as a practice before I did it in the classroom. I could see using wordless pictures with my sixth graders more easily now. I think that it would be good to pair up some of my more artistic, but less academic students with those who are the reverse. I also think that it would also be a good project to do with our first grade buddies. This summer when I am book hunting I am definitely good to look for a variety of wordless picture books to use next year.
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