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Flotsam by David Wiesner (2006; Caldecott Medal winner)

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I think that Flotsam tells a magical story that small kiddos will love and it is entirely through pictures, the story is following a boy who finds an old underwater camera washed up on shore. The detailed illustrations work well to invite children to invent their own words for the story, predict the outcomes, and also works with kids doing their own sequence of events. Wordless books help to support literacy development by fostering the need for the kiddos to use oral storytelling and it is also encouraging children to create unique personal meaning without prior written words. I love using wordless books in classrooms because the kids get to become the storytellers and every time the story is unique, depending on which student is narrating.

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It's comfortable inside the tent, but what's happening outside? Is it getting dark? Is it frightening? Not if your handy flashlight is with you!
Artist Lizi Boyd provides a captivating examination of night, nature, and the nocturnal world in this endearing tale that is only conveyed through pictures. When a boy shines a flashlight into the darkness, he discovers a variety of nighttime critters, intriguing insects, plants, trees, and streams—all of which are vividly lighted in the flashlight beam—making his camping experience even more amazing.
Like the flashlight beam itself, this visual poetry is both lyrical and amusing, demonstrating that there is beauty in the shadows. All we need to do is search for it.

For pre-K students, wordless books are great because they promote vocabulary development, storytelling, and visual literacy. They encourage imagination and creativity by letting children write their own stories. These books can be used by teachers to talk about character emotions, cause and effect, and sequencing. The teacher can also introduce new vocabulary by labeling objects and actions in the illustrations. Because the emphasis is on interpreting images rather than decoding words, they are especially helpful for children who are learning English or have different reading levels. They encourage children to narrate, describe, and interpret visual cues, promoting narrative skills. This supports inferencing skills in children's development. Children and adults can work together to create the tale in these books during shared reading sessions, and the book can be made adaptable to varied learning environments.

I love the creativity that wordless books leave to the child's imagination and how the book is interest-piqued about the dark for children. It takes a fear they may have and makes them see that things maybe aren't as scary as they seem. Wordless books are one of my favorite children's story categories.

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Wordless books like Brave Molly allow the child to be the storyteller. With only pictures as a prompt, the child who is looking at the book will have to use descriptive words to describe what is happening to Molly as faces her fears that are represented by the shadow monsters in the book. They have to be expressive in their language to tell an engaging story without an author’s words to guide them.

An adult can help support this by introducing new vocabulary words based on the themes in Brave Molly such as lonely, courage, and mysterious. Introducing these words with the images helps the child to create a deeper connection with the new vocabulary words.

One thing that I love to do when looking at wordless books is to ask the child questions. Open-ended questions are the best such as “What do you think Molly is feeling here?” or “Why do you think she runs from the shadow monsters?” The book is a great connection to social and emotional learning as the children interpret Molly’s emotions and motivations without being explicitly told by a narrator.

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I really like this book about a little wooden couple . The like building their home but it caught fire. After the fire the house turned into a fire engine. The fire engine had so much water coming out so it turned in a boat. The pictures show that they found land and then made a truck out of the block. After a while they rebuilt their home again. Children can use their imaginative play to make anything.

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My world of color by Margaret Wise Brown (2002)

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This is an adorable book about different colors and where we see them in nature. There are very few words in this book, and the ones that say the color and the color they say; for example the word green would be in the color green instead of black. The images in this book are very engaging, they are full of color and familiar things that children would be able to recognize. You could use this book and other books like it to support oral language and vocabulary development by going through each page and asking the children about what they see. There are many things in the art that are not mentioned in the words of the page, so this could lead to discussion and an extension of the children's vocabulary. Many things in the book are things that children would recognize, but there are also things in this book that children might not be familiar with. Leaving room for discussion is an incredible, simple way to support children's oral language and vocabulary. Another thing you could also do is ask children what they think will happen; the story that I chose does not really follow a story line, but others may. This encourages children to think creatively and come up with their own ideas of what is going on.

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This book is a strong example of how wordless picture books can help children develop their oral language and vocabulary. Since the story is told entirely through images, children can interpret the characters’ emotions, actions, and settings in their own words. As a teacher, I can use this book to encourage children to retell the story aloud, describe what they see in each picture, and talk about how the main character might feel. In my opinion, wordless books are crucial for supporting oral language. Unlike traditional texts, they place the storytelling responsibility on the child, making each reading a unique experience. From my own experience, wordless books often lead to more conversation than those with text because children are not restricted by an author’s words. Instead, they play with language, trying out different ways to explain what is happening. Wordless books like this allow children to become storytellers, encouraging them to practice their oral language skills in a real and enjoyable way.

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Flora and the Flamingo by Molly Idle (2013)

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Wordless books like Flora and the Flamingo allow the children to become the story tellers. In this book, readers watch as a girl and her flamingo friend magically dance and glide across the pages in a synchronized ballet. The beautiful pictures give children the space to imagine what could be said and describe what they see happening on the page. It forces the children to engage with the book on a deeper level without words to tell them what to think or expect. It's a great opportunity to ask thought-provoking questions and see how the children relate to what's happening on the pages and in the book.

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This wordless book goes through different pictures of what someone’s day might look like. It goes through things like meal time, doing the dishes, bath time, bedtime, school, hygiene, etc. I think this book could be used to support whir language and vocabulary development by simply allowing the child to explain what they think is going on in this picture and what that part of their day looks like for example if you’re doing the bedtime picture and they say it looks like they’re going to bed you can then ask and prompt them to talk about what their bedtime routine looks like and ask them things like do you take a bath before bed? Do you brush your teeth before bed? Do you read books before bed? Things like that to prompt that vocabulary from them without feeding it to them.

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By using The Boy and the Book you can support oral language and vocabulary development by engaging with the students in interactive read aloud discussions. As we read this wordless book it gives children an opportunity to make up their own story by looking at the pictures. We can also get a different story every time. I can ask open ended questions to encourage the children to make the story and promote conversations between all the children and allow them to have deeper thinking about the book and what is happening, and how the boy could or should treat the book. Why the books ran and hid when the young boy came in? What could he do differently? We can talk about feelings, the boys and the books. In the end I would encourage my students to tell the story using their own words with the new vocabulary we talked about and see how they would tell the story. The best thing about wordless books, there is always a new story with each person that reads, which makes it even more engaging and fun. In the end it can help build students speaking, listening and word knowledge in a more fun, meaningful way.

I really love this book. It shows how the little boy treats books makes the books sad and hurt and he eventually learns how to love and take care of a book where they are happy. This is such a cute book!

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I See You (2017) written by Michael Genhart and illustrated by Joanne Lew-Vriethoff

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Wordless books, or words with few letters allows children to follow along with the illustrations and make their own meaning of the story. I See You tackles both the visibility and seemingly invisibility of homelessness to our society. On one hand, homelessness is visible. We see homelessness on park benches, at bus stops, in shelters, everywhere in our community. On the other hand, as a society we diminish these people experiencing homelessness to their condition. Instead of seeing homelessness as a condition, we understand it as a label. Our biases, our government, and our laws can strip people experiencing homelessness of their humanity and see them only as "other". I See You follows a woman experiencing homelessness and illustrates how invisible she is to the city. However, when people see her presence they treat her as a bother by ignoring her, shooting her looks, or pinching their noses. The only person who sees her for herself, empathizes with her, and extends her kindness is a young boy. By the end of the book he and his family clothes her in warm clothes and blankets in the winter. I find this to be a powerful message. In a country where homelessness is so prevalent we cannot turn our backs on these people. We cannot strip them of their humanity and dignity, we should not ignore them, or look away, but seek to understand them and their situations, have empathy, and help in ways that we can. After reading this book I was moved, I feel called to help in any way I can. I also found myself wondering what conversations can we have with children after following this wordless book. After the final page, the book writes a letter to teachers, families, and other readers about what we can do to help! The book lists having developmentally appropriate conversations with children when they read I See You, or see people experiencing homelessness in their community. It provides guidelines, what questions they might ask, and helps us as adults understand homelessness better. This is such an important book to read alongside children and to answer any questions they might have. I would use this book to develop vocabulary and understanding of homelessness; that people experiencing homelessness are worthy of dignity, respect, and fair treatment, just as we would treat anyone else/

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Chalk by Bill Thomson can be used effectively to support oral language and vocabulary development because the story is told through detailed illustrations, so the reader has to rely on their imagination, observation, and verbal expression to create the story. I could guide children to descrbie what they see on each page and encourage them to use descriptive words. Asking open ended questions such as, "What do you think is happening now?", prompts children to use their vocabulary and practice narrative language. Children can tell the story in their own words or create conversation between characters. Because this book has no words, it encourages discussion, creativity, imagination, and vocabulary development as children narrative the story.

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Field Trip to the Moon (2019) by John Hare

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Field Trip to the Moon is a wordless picture book about a class that visits the moon. A student wanders off and is accidentally left behind. As the student waits to be rescued, he befriends some aliens. I chose this book because young children are naturally interested in outer space. When flipping through the book, I would ask students to describe what is happening in the pictures. I would go around the circle, and each student would have a turn to share their ideas and interpretations. As the students share, I would write down sentences on the white board. After we finished looking at the pictures, we would read the story that we wrote for the book. This activity supports both oral language and writing development. When writing the story for the book, I would review Tier 1 words like space, crater, stars, earth, and astronaut. I’d describe Tier 2 and Tier 3 words like aliens, exploration, and space suit. I would include more complex words in the story to support vocabulary development.

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Wordless books can help children create their own narratives. They encourage critical thinking about the pictures and explore various story possibilities. "GoodNight Gorilla" is particularly effective, prompting questions about who, what, why, when, and where. Teachers can facilitate discussions, expanding children's vocabulary by exploring alternative word choices and their meanings. This also supports oral language development by helping children create different scenarios about what is happening, why it's happening, and what could happen next.

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Towards the end of the book, the boy realizes his book doesn't like him very much because he is too rough with his pages. It ends with the boy loving his book and taking care of his pages. In the end, both the boy and the book end up super happy. They have found each other and smiles are illustrated well! This teaches the sequence of events. Children may predict why the book looks so terrified. Children use their imagination with picture books, but for me, I believe picture books allow children to think a bit more than they normally would if text is clearly present. I enjoy picture books! The illustrations show terrified books throughout the story, next to pages illustrated to show how wild the boy is with the book's pages. As the story goes on, the boy seems to understand why his book is so afraid of him. A child may look at the book's expressions and the boy's expression throughout the book and watch how it changes. There is an emotional point in the middle where both the boy and the book look sad. Then, through illustrations, they understand one another and all is wonderful :) What a sweet book!

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READ ALOUD with MR. MANNY | The Boy and the Book | LRRMA

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This book could help support oral langague by allowing a child to become familiar with simple words. As the continue to build on the langauge skills the can build on words and start to learn new vocabulary words to enhance their developmental skillset.

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Wordless picture books, such as Pancakes for Breakfast, are excellent tools for supporting children’s oral language and vocabulary development. Because the story is told entirely through illustrations, children are encouraged to describe what they see, infer events, and predict outcomes in their own words. Teachers and caregivers can introduce new vocabulary by pointing out objects, actions, emotions, and descriptive details in the pictures, allowing children to connect words with meaningful contexts. Open-ended questions, such as “What do you think will happen next?” or “How is the character feeling?” help children practice expressive language, sequencing, and reasoning. Additionally, shared storytelling encourages turn-taking and conversational skills, making wordless books a rich resource for building oral language, narrative ability, and vocabulary in an engaging and interactive way.

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This book would be ideal to help support oral language and vocabulary development by allowing the child to express in their own words what they think the pictures mean and or what Daisy is doing. It also allows the adult to ask specific questions that will lead the child to wonder and think about what they are seeing. The adult can also make suggestions of new words that help the child to expand their oral language and bring clarity to their vocabulary development of word correlation. Example if the child were to say the ball went down, the adult can explain that down means flat, or popped and busted are in correlation to going down.

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This is a wordless picture book that tells the story of a little girl getting dressed by herself. This book can be used to let the children imagine and write their own story. They can practice using context clues from the picture to verbalize their story, and a teacher can write down the words. Supporting them with larger vocabulary words that are synonyms to the words they are using. I think that the illustrations in this book tell a cute story that can be interpreted by all children.

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The Lion and the Mouse By Jerry Pinkney, Gerald Rose. Published in 1988. 

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The Lion and the Mouse by Jerry Pinkney is a mostly wordless book that tells the fable through very detailed illustrations. Because there aren’t many words, the book encourages kids to talk about what they see. This makes it great for building oral language and vocabulary. You can stop on each page and ask children simple questions like, “What is the lion doing?” or “Why is the mouse running?” or "What do you think will happen next?" to encourage critical thinking, inferencing, and planning. You could also introduce easy vocabulary words like roar, climb, trap, rescue, and help, and point to the pictures as you explain what they mean. Children can also retell the story in their own words, which helps them practice using new vocabulary. Overall, the book gives lots of chances for kids to talk, guess, describe, and learn new words in a natural way.

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Mirror, by Jeannie Baker is a great wordless book resource. This book is about a boy and his family in Australia and another boy and his family that live in Morocco. The idea of the book is to gain a simple understanding of different people in different places, and different lives that we all lead. The book invites positive comparisons and commonalities and it is honestly a really intriguing story even though there are no words! You could use this book to support oral language and vocabulary development by encouraging children to "read" through the book side by side so that they can observe and speak the differences and similarities that they see between the two boys and their families. And, of course, because it is a wordless book, children have to use their own words to create the story narrative, which supports oral language as well. Asking questions like, 'What do you notice about this picture?" and, "What makes you think that this is what is happening?" can support and encourage children's oral language skills. You can use this book to support vocab development by exposing the child to new words that you can reference specific images in the book with, like truck, computer, scarf, etc. After reading this book, be sure to revisit new vocab that you used when reading to continue strengthening new vocab with the child!

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I would use Good Night, Gorilla to support oral language and vocabulary development by encouraging children to tell the story using the pictures. Since the book has little to no text, children have to rely on the illustrations to describe what is happening, which gives them many opportunities to talk, explain, and use new words. As we look through each page, I could ask open-ended questions like “What do you think is happening?” or “What do you notice about the animals?” to prompt discussion. I remember I used to read this book with my Mimi as a small child and she would even give voices to the animals and think of things they would be whispering to one another or saying to the gorilla as he released each of them. I thought this was hilarious as a child and I could see how students could too. I also like this book because it allows every child to participate, regardless of their reading ability.

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David Wiesners' wordless picture book Flotsam tells the story of a young child who finds an intriguing underwater camera and embarks on a fantasy sea journey. The book invites children to take up their own stories without using any text. This helps them to develop their oral language skills as they describe characters, events and feelings. By naming the items, animals, behaviors, and emotions shown in the images, teachers may introduce new language. Open ended questions like, "What do you think happens next?" and "How does this character feel?" encourages the development of reasoning, sequencing, and narrative abilities. Flotsam offers young children a rich, engaging method to develop vocabulary storytelling skills, and emergent literacy while encouraging creativity and conversation.

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This book encourages students to narrate the story. This book fosters speech by using few words, as children must talk to tell the story, leading to rich, unprompted language use. The detailed pictures invite children to use adjectives (warm) and action words (hugging) to describe the scene and characters. It also allows adults to ask the children about the character's feelings, as it helps children interpret emotions and infer meaning. As I let my own children look through this book, I witnessed how it promotes active listening and questioning. It allowed my children to tell stories as this practice comprehension and asking questions.

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Found is a wordless book about a boy who finds a dog and to takes it in and helps the dog. This book is great for supporting oral development and vocabulary development. You can have the children narrate the story, or ask questions like "What is happening on this page", "What do you think will happen next". I enjoy reading wordless book to children because the children get to make up their own story and get creative with it at times.

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This book is a great example of a wordless book because the pictures do most of the storytelling. The illustrations are clear, expressive, and easy for children to understand, which allows them to follow the story without needing written words. This makes the book especially useful for supporting oral language and vocabulary development. I like this book because children can practice naming animals, describing actions, and using new words as they tell the story in their own because there are no words which encourages creativity.

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I can build vocabulary by naming objects , the actions, and emotions that are shown in the book. I can also ask them open-ended questions about what they think may happen next or how do they know what certain characters are feeling.

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Since this is a wordless book, children get to create the story using their own words. I would ask simple questions like “What is happening?” or “How do you think Daisy feels?” Toddlers can point, name objects, and make sounds, which helps build vocabulary. Adults can model new words like happy, sad, run, or play while talking about the pictures. This book encourages children to talk, describe, and share ideas instead of just listening. Because there are no words, every child can participate at their own level. The clear pictures help children understand the story and practice using language to explain what they see. I chose this book because it invites a lot of talking and interaction. From my experience, toddlers enjoy pointing and reacting to the pictures. This book supports children’s engagement in reading by letting them be part of the storytelling, which builds confidence, oral language skills, and a love for books.