Transcript Strategy Demonstration: Talking Drawings by Tracy Ausburn UNE Edu 742 When would you use this strategy? O This strategy serves as a pre-reading activity to determine what prior.

Strategy
Demonstration:
Talking Drawings
by Tracy Ausburn
UNE
Edu 742
When would you use this strategy?
O This strategy serves as a pre-reading activity to
determine what prior knowledge a student has and is
used again after reading to determine what knowledge
was acquired.
O Altieri (2011) recommends using the talking drawings
strategy while teaching a topic in science in order to
demonstrate the importance of illustrations or other
visual representations in science texts. However, it
could be used in other content areas as well.
O This is an excellent strategy to use in the beginning of a
new unit or topic in science and lends itself well to read
alouds.
Preparation and Materials Needed…
O Select and preview a non-fiction book that
pertains to your unit of study. Altieri (2011)
suggests choosing several text features from
the book that you would like to share with
students as you read aloud your chosen text.
O The beauty of this strategy is that very few
supplies are needed. In addition to a nonfiction book, you will also need paper and
drawing materials for each student.
Talking Drawings Step by Step…
O Share with students that they will be learning
about your chosen topic (seeds, animals,
weather, etc).
O Before reading, give students paper and drawing
materials. Ask them to draw anything they know
about the given subject. Drawings can also
include writing or labels.
O Once finished, students can share their
drawings with partners, small groups, or with the
whole class.
Talking Drawings Continued…
O Read aloud the book. During the shared reading
point out the textual features or illustrations,
diagrams, or labeled pictures selected ahead of
time.
O After reading the book, have students add
anything new such as vocabulary or other ideas
they learned to their drawings. Alternatively,
students can begin a new drawing on a clean
paper.
O Students then share their drawing or drawings
pointing out any changes they made to
demonstrate what they learned.
Some Additional Ideas
One way to document student learning throughout the unit of study is
to continue making talking drawings while studying the science topic.
Each time a new book is read students can be taken through the same
process. The pictures can be collected and bound together as
evidence of what was learned over the unit.
O Altieri (2011) suggests using the same drawing and adding to the
picture each time a new book is read. Different colored pencils can be
used for each different book to show that new knowledge is being
acquired.
O Technology could also be implemented in this process. Voice thread
would be an excellent way for students to share what they learned. The
pictures students draw can be can scanned and made in to a slide
show. Recordings of students talking about their pictures and what
they learned can be added. See the attached wiki for more information
http://voicethread4education.wikispaces.com/.
O
References
Altieri, J. L. (2011). Content counts!: Developing
disciplinary literacy skills, K-6. Newark, DE:
International Reading Association.