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Create Wordless Picturebook List Together!

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Create Wordless Picturebook List Together!

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Share the wordless picturebook you like and possible activities could do with the book! A brief intro of the book would be helpful!

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Students use their five senses and a graphic organizer to practice show, not tell language.

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Funny photos, landscape pics, photos of food and animals, paintings, art works, etc. Ask them to write descriptive paragraphs based on their selected image, focusing on using sensory details to describe what they see, hear, and feel.

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Students use their five senses and a graphic organizer to brainstorm ideas for writing a report on a recent school event and to help them think about interesting words to include in their report.

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Adding words to wordless Picture books

The brainstorm descriptive words an phrases on small self-stick notes and attach a note to each page in the book.

Creating Dialogues

Drawing a picture from a scene from a favorite story and adding talk balloons for the characters they show. Writing dialogue on story boards

Retelling the story

Closethebookanddoa role-play

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•Talk, Share, Make predictions based on the cover and title.

•Take a "picture walk" through the pages of the book: Enjoy the illustrations (rich in   details) -- the expressions on characters' faces, the setting and the use of color. Talk to   each other about what you see. These conversations will enrich the storytelling. Don't   worry too much about telling a story yet. Just enjoy the pictures and get a sense of what   the book is about.

•Go back through the book a second time and get ready for some great storytelling!   Consider going first and acting as a model for your students.

•Encourage your students to "read" you the book with the story. Focus on the words they use   when they tell the story. Help them expand sentences or thoughts by adding information   from the illustration's details. One way to encourage more details is by asking "W"   questions: Who? Where? What? When? Why?

•Finish wordless book sharing by asking a few simple questions: What pictures helped you   tell the story? What was your favorite part of your story? Have you had an experience like   the one in your story?

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•Have Ss write a short descriptive paragraph or poem about a food, toy, sport, instrument, place in their community, etc.

•Display the writing on desks or make a bulletin board, and then have students try to guess what each describes.

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•Have students analyze commercials, print ads, tik tok and catalog listings, etc., to see how the author used descriptive language.

•Have them create their media messages describing favorite products they want people to buy!

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Describe physical features and personalities of someone from a list of people, like the game "Guess Who" but the list can be altered/changed to be for people, places, things, animals, all kinds of different fun and engaging opportunities to expand vocabulary and practice detailed descriptions.

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Instead of asking questions to get closer to your answer, students have to describe what the object it is

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Have students put their heads down as they listen to a story/media. When the story/media is over, they can draw what they imagined.

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Students watch a video and then create a short story about themselves filling the shoes of one of the characters. They then have to write what they would smell, touch, taste, hear, and see as that character. Students can them compare their stories to others because characters will experience different things with the five senses.

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Students can partake in writing sentences that add more detail by adding dialogue, verbs, adjectives, or figurative language.

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When looking at a wordless picture book, have students shout out words that they feel or think of while looking at the picture. Write down common words that the group says

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With this wordless picture book, students can write about what they are seeing on each page and put themselves in the perspective of an author. They are provided with the images, and they then write the descriptions of the page to write the story.

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Using AI to describe the desired outcome of a picture

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Using AI to describe the desired outcome of a picture

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For older students, practicing their descriptive writing with AI to develop a photo they want can be a useful activity. Sometimes, the descriptions need to be revised to get exactly what you want, therefore enhacing the descriptors being used.

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Students have some time to draw their own picture of whatever they would like. Students then exchanged these illustrations with a partner, and their partner has to describe in writing what they believe is happening in the picture. This gives students the opportunity to be creative in their drawing and writing, and to practice using descriptive words to explain the picture they see and are interpreting.

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Students look at this picture and then write us a story. In their story they will tell us where they think the dogs are going, how they got there, what they smell, hear, and see in the bus, and anything else they want to tell us! The story can be fiction or realistic fiction!

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Replace the telling sentence with the showing sentence.

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Use create a box with different arm holes and at the bottom of each arm hole is a mystery item. Students place their hand into each arm hole and feel the object. They then have to use their five senses to describe what they feel and then guess what the item is. Students could have a word bank of possibilities for what they are feeling, or they could not know any of the options.

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Students can find a comic strip with little to no words and have to write about what they see happening within the comic. They will create a descriptive story based on the comic they found and the pictures provided.

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Reverse charades. There will be three people on a team. There will be the describer, the actor, and the guesser. The describer will use descriptive words to tell the actor what they need to do to complete the charade that is to be guessed. The person that is the guesser will have headphones on and is going to try to guess what the actor is acting out. The only person who will know the answer is the describer.

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Have students listen to a song that they may be familiar with and pick out the lyrics that paint a picture. Then, have students draw what they think the music video would look like based on the singer's descriptions.

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Each student gets a oreo and they fill out a graphic organizer, a component for each sense, while the eat their oreo, focusing on using descriptive vocabulary.

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Students play a matching game with these cards. If they flip two cards over that don't match, they put them back until they find two matching cards.

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Read aloud with students to describe and infer what is happening in this story. Ask questions like, "What does the character feel? How do you know that?"

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Changing a sentence from telling to showing using their senses, adjectives, etc.

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Students will have to write down information about an object of their choice, without revealing it. They will have to say what it feels like, smells like, tastes like, looks like, and what they hear when they use it. Once they have finished their writing, their classmates will guess what object they chose to describe.

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This is a wordless picture book about a strange tuesday night. During this night, frogs take flight and make their way around town.

A possible activity for this picture book is for each student to come up with their own dialogue for each frog. There are many frogs in this book and I think it would be an engaging and funny addition where each frog is saying their own random thing or something related to their flight. As each student shares their dialogue for one of the frogs, it will develop the whole classes knowledge and understanding of dialogue.

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This wordless picture book can help students use descriptive writing techniques to elaborate more on what is happening in the book, or describing pancakes in particular using 5 senses as well.

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Creative writing a story from the picture

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Creative writing a story from the picture

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Students will be provided a picture with a possible strange background. For example it could be a pirate and a princess on a spaceship and students have to write a story about what they think is happening in this picture using descriptive words.

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Students take turn eating jelly beans that are either their actual flavor, or a different flavor (example: blueberry, or toothpaste) Students will then describe what they tasted to their group members and write down a detailed description of what they tasted

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Students will take a walk around the classroom or school and use sensory details to describe what they hear, what they see, what they smell, touch etc.

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Students will pick a movie that sticks with them or they feel like it is important to them. Then, they will have to write down or draw pictures describing why this movie is important to them.

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Students view a GIF (picture that moves) and describe what is going on based on the short, few second movements. Students will write down information on what they are seeing and what they think the GIF might feel like, sound like, taste like, etc.

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Write sentences that show an emotion (e.g., "Her hands trembled, and her eyes widened as she backed away") and have students guess the emotion and use an emoji to describe it. Discuss with students how showing actions and sensory details make the writing more vivid.

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This wordless picture book will encourage students to think about what it's like when they find an egg in the forest and trying to get it back safely. students will get the opportunity to use their imagination if they had the egg.

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Students will be choosing a polaroid picture from the stack with a description. Students will then show what the picture is showing by writing a couple descriptive sentences.

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Play a video on black screen and have the kids listen to it and describe and write down what they're hearing and have to be descriptive

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In a read aloud, students can predict what will happen in the story. You could also have them start writing captions for each page and have students compare their pieces with each other to see how they each used descriptive language

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This wordless picture book can be good to teach students about what it can look like to be kind. Students can be very descriptive here describing good deeds as kindness looks different among people.

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A girl and a wolf get separated from their families. It shows the point of view from each perspective. The girl finds the wolf and then helps the wolf find it's family. The girl gets lost and then the wolf and it's family help her find her way home.

Read the story once. Then, read the story again to create dialogues on how both the characters may feel or say. Talk and share what the students have to say.

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Time Flies takes the journey of a bird in a dinosaur museum while they travel back in time to the dinosaur age, and then they travel back to the museum.

Students can use a graphic organizer with each of the 5 senses to describe what the bird can see, could hear, taste, touch, and and smell as he travels through time while doing a read aloud of the book.

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This book was a great example of a wordless picture book because it was full of color, and detailed pictures. I liked how it displayed the pictures in rows and boxes sort of like a comic book style, and there were some sound words like "plop!" and "crack!" which may help guide the descriptions students can give regarding each page.

I would use this book with students by having them help me to describe each page, I would model this type of description myself and then give students the opportunity to share with partners to work on their description and then on their own. Again, since the pictures are presented in a graphic novel structure with boxes on each page, this would help me to focus in on each section with students and really break down which aspects of the pages we were describing.

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Mystical and dark, the illustrations in this book would be wonderful to support descriptive writing. I would be so curious to see how students could use this book to launch creative stories and tales. The deep and dark sketches use detailed line work and a variety of framing to tell a story full of mood and wonders. I would definitely use this book as a subject to further describe and write stories in collaboration with the class or for older grades on their own.

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The story Fossil allows students to make predictions on what is happening with the boy and his dog as he adventures and finds fossils of different animal species. Students can extend the story and make it so the boy finds other fossils and can write about what happens when those fossils come to life.