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A Picture

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A Picture s Worth a Thousand Words Katie Lambeth Brann 2nd Grade Walkertown Elementary School Winston-Salem/Forsyth County Schools Introduction My classroom library ... – PowerPoint PPT presentation

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Title: A Picture


1
A Pictures Worth a Thousand Words
  • Katie Lambeth Brann
  • 2nd Grade
  • Walkertown Elementary School
  • Winston-Salem/Forsyth County Schools

2
Introduction
  • My classroom library does not have any wordless
    picture books.
  • Read picture books
  • unit themes to build vocabulary
  • Wordless picture books would be a new experience
    for my students.
  • Is there instructional value? Can they develop
    writing skills?

3
Related Research
  • Story Development Using Wordless Picture Books
  • develop sense of story
  • use higher level thinking
  • develop writing
  • longer sentences
  • more descriptive
  • used conversations

4
What are wordless picture books?
  • Books that do not have text
  • Stories that are sequenced through
  • pictures
  • Picture alone tells the story

5
Research Question
  • What effects do wordless picture books have on
    the writing process for second grade students?
  • Are students able to write a clear story with
    sequencing by using this transition from oral to
    written language?
  • Will their writing be more descriptive?

6
Method
  • Nineteen 2nd grade students ages 7-8 years old
  • Level 1, 2, and 3 Writers
  • Study was conducted from roughly 815-900 in a
    regular classroom
  • Writing took place Monday through Friday for five
    weeks
  • Collected anecdotal notes during lesson
  • Used teacher made rubric to assess writing

7
Intervention/Instruction
Week 1 Window by Jeannie Baker Took a picture walk as a class Discussed what the students saw on a page Mini-lesson follow-up sentences Teacher held book up for students to individually write about the page
Week 2 Sidewalk Circus By Paul Fleischman and Kevin Hawkes Review follow-up sentences Mini-lesson on transition words Picture walk as a whole class Students sit knee to knee back to back- orally tell the story to their partner (4 pages at a time) then students go back to their seats to write Teacher holds up the pages the students discussed Book was written over the course of a week
Week 3 School Hug The Ring Peep The Snowman Annos Journey The Christmas Gift Four Hungry Kittens Each pair of students were given a wordless picture book Students took turns orally reading the story A confident writer was paired with an EC student Teacher posted a list of transition words Students were given a questionnaire
8
Each week I asked questions and provided positive
feedback.
Week 4 Picture from Hooway for Wodney Wat Whole class activity Teacher label a picture (nouns, verbs, adjectives) from students brainstorming Students wrote individually from the perspective of one of the characters
Week 5 Construction paper, crayons, paper books Teacher led a discussion about what students have seen in wordless picture books i.e. setting, character, problem Students worked with the same partner as in Week 3 to plan and create a wordless picture book Teacher provided planning sheet Students brainstormed on Monday, illustrated on Tuesday and Wednesday, and wrote on Thursday and Friday
9
Data Collection
  • Student survey
  • Anecdotal Notes
  • Teacher Created rubric assessing
  • number of words, thought units,
  • vocabulary, punctuation/mechanic errors, and
    descriptive words

10
Data Analysis
  • I organize my anecdotal notes in a chart format.
  • Individually looked at student data from the
    rubrics to compare the effects wordless picture
    books had on their writing

11
Results
  • Allows more small group work
  • more confidence
  • organization
  • The use of w.p.b. helped spark some students
    imagination which helped them use more
    descriptive language.
  • Work Samples

12
Wordless Picture books dont
  • Allow students to hear good literature to build
    writing skills
  • Give students complete choice about what to write
    about

13
Discussion
  • Had more one-on-one and small group instruction
  • I understand that for some students you have to
    show them they can write more than five
    sentences.
  • Using the picture books can spark imaginations
    and provide experiences.
  • Using wordless picture books is only one tool to
    help with follow-up sentences and sequencing.

14
Future Direction
  • What are the reasons for using wordless picture
    books with ESL students?
  • Look at predicting, determining the main
    idea,drawing conclusions, cause and effect,
    dictating sentences, self-confidence
  • Can tape recording the students orally reading a
    picture book help them to transfer the
    conversations between the characters when writing
    the story on paper?

15
References
  • Adams, D. (200). Retrieved 06 05, 2003, from
    Writing Techniques Web site http//www.tesltimes.
    com/writing.html.
  • Andrea DeBruin-Parecki. (2005). Helping your
    child become a reader. 3rd ed. Jessup, MD US
    Department of Education.
  • Matulka, D. I. (2005). Wordless picture books.
    Retrieved September 23, 2005, from
    http//picturingbooks.imaginarylands.org/resources
    /wordless/html.
  • Reese, C. (1996). Story development using
    wordless picture books. The Reading Teacher,
    50(2), 172-173.
  • Williams, B. O. (1994). Every picture tells a
    story the magic of wordless books.. School
    Library Journal, 40(8), 38-39.

16
Resources
  • Wordless Picture Books used with research
  • Anno, M. (1977). Annos journey. 1st ed.
    Cleveland, NY Collins.
  • Baker, J. (1991). Window. 1st ed. New York
    Greenwillow Books.
  • Briggs, R. (1978). The snowman. 1st ed. New York
    Random House.
  • Fleischman, P., Hawkes, K. (2004). Sidewalk
    circus. Cambridge, MA
  • Candlewick.
  • Luthardt, K. (2003). Peep!. 1st ed. Atlanta, GA
    Peachtree.
  • Maizlish, L. (1996). The ring. 1st ed. New York
    Greenwillow Books.
  • McCully, E. (2001). Four hungry kittens. New
    York Dial Books for Young
  • Readers.
  • McCully, E. (1987). School. 1st ed. New York
    Harper and Row.
  • McCully, E. (1988). The Christmas gift. 1st ed.
    New York Harper and Row.
  • Schories, P. (2004). Breakfast for jack. 1st ed.
    Asheville, NC Front Street.
  • Tafuri, N. (1983). Early morning in the barn.1st
    ed. New York
  • Greenwillow Books.

17
Other wordless picture books that were not used
in research
  • Do You Want to Be My Friend? by Eric Carle
  • Pancakes for Breakfast by Tomie dePaula
  • A Boy, A Dog, and a Frog by Mayer Mercer
  • Tuesday by David Wiesner

18
  • Thank you for listening to my action research!
  • Are there any questions?

19
Week 2
  • Some students listed things on the page while
    other students orally read follow-up sentences.
  • Students asked each other questions

20
Week 3
21
Week 5
22
Emily
Story sentences matched the pictures Used
punctuation correctly Personalized books by
naming the characters
23
Summer
  • Built self-confidence and creativity
  • Has slowed down and looks at the detail in the
    pictures
  • Gets excited when reading a book and notices
    details in a picture
  • Does not consistently write follow-up sentences,
    sometimes lists events on a page
  • Can write a sequential story

24
Nick
  • He has difficulty getting started on writing
    activities.
  • With wordless picture books he did not sit as
    long looking at his blank paper.
  • More willing to revise on Week 5 than Week 1

25
Will
  • Confident writing point of view
  • Writes follow-up sentences
  • Good imagination
  • Logically sequenced sentences

26
Anecdotal Notes
Week 1 Ss are writing more than they have so far Up till now many students thought they were finished if they wrote half a page Showed excitement about writing two pages
Week 2 Ss are listing what they see on the page Emily and Will tell the story from the girls point of view Hard for ss to write point of view
Week 3 ND, SS list what they see on the page rather than writing follow-up sentences ED take turns making the story-thoughts were organized and so was writing, E uses trasition words, D has sequential oral story telling-overuses then SS used adjective and follow up sentences, also noted setting changes Summer makes text to text connection Will makes self to text connection
Week 4 Writing is not as long Some ss are more comfortable writing point of view than others SS show excitement in oral reading In a 2 min. time Summer asked Savannah four questions. More confident will discussing the book
Week 5 Ss are brainstorming and talking BA have trouble sequencing when creating picture book Here is a title page. Hear discussions of character, setting, and problem Asked ND to retell wpb-story didnt match the pictures they created
27
Student Survey(during week 3)
  • Do you like to write?
  • I love to write.
  • Yes bekos I love to write.
  • Sometimes I most of the time I get a camp in my
    nocols.
  • I like to write sometimes. But if it is a
    story I will write a lot.
  • Do you like being an author and writing a story
    for the wordless picture books?
  • I love to right, publish books very much.
  • It is fun to da it aefeday it is os fun.
  • Cindfo I love to do nee to nee.
  • Yes because I like writing storys without the
    words

28
cont. student survey
  • What did you find in the wordless picture books?
  • It seems like they show a helpful setting.
  • It is showing happy, sad, crying, and
    excitement.
  • I fond a plan and a lote of mise.
  • They show action. If somethin hapins they
    change they smile.
  • If you created a wordless picture book what would
    you need to put in it?
  • If I created a book I would add setting to it.
    I would also add some caritores.
  • Love.
  • The setting. The people. The beginning. The
    end. The middle.
  • A nice ending the best beeing.

29
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