What is a Book/Picture Walk?
Book or picture walks are shared reading activities that are done prior to reading new or unfamiliar text and involve the teacher “walking” through the text along with students. During this time, text and graphic features are identified and discussed. Picture walks involve pointing out photographs or illustrations in a story as a way to preview or introduce it prior to reading. Book walks involve studying the front and back covers, table of contents, sample of pages, headings or bolded information, and illustrations in a text (IRIS Center, 2015). Book or picture walks spark students’ interest and give students an opportunity to begin thinking about or anticipate the story while making connections. Picture walks can help a student connect the visual images in the story to their own experiences and activate prior knowledge. (Milne, 2014). This sets the purpose for reading and students are able to make predictions about what might happen in the story. As students make predictions, make connections, and set purpose, comprehension of the story is increased. During a picture walk, students focus on the photographs or illustrations on the front and back covers and throughout the story. Students describe what they see in the pictures and often answer other who, what, where, when, and why questions related to the images. Students then make a prediction of what they think the story will be about. Book walks involve a more in depth preview, as students observe pictures as well as table of contents, headings, or bolded information. Students might also read a sample of pages prior to making predictions.
Book or picture walks are shared reading activities that are done prior to reading new or unfamiliar text and involve the teacher “walking” through the text along with students. During this time, text and graphic features are identified and discussed. Picture walks involve pointing out photographs or illustrations in a story as a way to preview or introduce it prior to reading. Book walks involve studying the front and back covers, table of contents, sample of pages, headings or bolded information, and illustrations in a text (IRIS Center, 2015). Book or picture walks spark students’ interest and give students an opportunity to begin thinking about or anticipate the story while making connections. Picture walks can help a student connect the visual images in the story to their own experiences and activate prior knowledge. (Milne, 2014). This sets the purpose for reading and students are able to make predictions about what might happen in the story. As students make predictions, make connections, and set purpose, comprehension of the story is increased. During a picture walk, students focus on the photographs or illustrations on the front and back covers and throughout the story. Students describe what they see in the pictures and often answer other who, what, where, when, and why questions related to the images. Students then make a prediction of what they think the story will be about. Book walks involve a more in depth preview, as students observe pictures as well as table of contents, headings, or bolded information. Students might also read a sample of pages prior to making predictions.
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Visual Representations
In this video to the right, a teacher does a book walk with her students before she reads a book about birds. For this book walk, the teacher focuses on headings, table of contents, the glossary, and captions. At each of the focus points, she stops and asks students questions or describes what each part is. A book walk also helps students understand the structure of a book. In this video, students are engaged throughout the entire process because the teacher is constantly asking questions. The questions are a form of a formative assessment. |
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In the the video to the right, a picture walk is described as a reading strategy. A picture walk is very similar to a book walk, however in a picture walk the reader only focuses on pictures. As the reader flips through the pages of the book they are activating their prior knowledge, creating interest in the book, and they are encouraged to predict what will happen in the book. During a picture walk a teacher is asking the students questions about what they see, which is a formative assessment.
This picture is an anchor chart that could be used to show students what a picture walk is. This anchor chart can be displayed on a wall with many other reading strategies. If the student happens to forget what a picture walk is, they are instantly reminded with the anchor chart. |
Content Area Examples
History- To adapt a book/picture walk to a history lesson, the teacher can have the students focus on dates that are bolded, or that stick out. Dates are very important in history, so by having students pay attention to them, they might be more likely to remember that important date. Focusing on dates might also allow the student to predict what happens on those specific dates.
Art- Book walks can be adapted in art as well as many other subjects. When the teacher starts a new unit, he/ she might have a few books to introduce what the students will be working on for the week. The teacher might do a book walk and talk about the title, and have students discuss what they think the new skill is. The teacher might also go through the book, and show the students some pictures. This will allow the students to have some background knowledge on what they will be creating in art class. After the teacher goes through the book walk, he/ she might have the students go back to their seats and read the book so they know exactly what they will be creating.
Math- To adapt a book/ picture walk for a math lesson, the teacher can have the students skim through their math unit and focus on new vocabulary words that are bolded, or focus on any graphs or images that may stand out. Then, the teacher can have the students come together as a class and discuss the new vocabulary words and images. This would be a helpful strategy for all students to clarify any unknown words, confusion, or misconceptions.
Reading- A book/ picture walk is a great strategy to use for a reading lesson. At the beginning of the unit, the teacher might want to introduce a new book by first doing a picture walk. This allows the students to talk about the book and make inferences on what the story is going to be about. Students can make inferences by looking at the pictures or any words that may stand out.
History- To adapt a book/picture walk to a history lesson, the teacher can have the students focus on dates that are bolded, or that stick out. Dates are very important in history, so by having students pay attention to them, they might be more likely to remember that important date. Focusing on dates might also allow the student to predict what happens on those specific dates.
Art- Book walks can be adapted in art as well as many other subjects. When the teacher starts a new unit, he/ she might have a few books to introduce what the students will be working on for the week. The teacher might do a book walk and talk about the title, and have students discuss what they think the new skill is. The teacher might also go through the book, and show the students some pictures. This will allow the students to have some background knowledge on what they will be creating in art class. After the teacher goes through the book walk, he/ she might have the students go back to their seats and read the book so they know exactly what they will be creating.
Math- To adapt a book/ picture walk for a math lesson, the teacher can have the students skim through their math unit and focus on new vocabulary words that are bolded, or focus on any graphs or images that may stand out. Then, the teacher can have the students come together as a class and discuss the new vocabulary words and images. This would be a helpful strategy for all students to clarify any unknown words, confusion, or misconceptions.
Reading- A book/ picture walk is a great strategy to use for a reading lesson. At the beginning of the unit, the teacher might want to introduce a new book by first doing a picture walk. This allows the students to talk about the book and make inferences on what the story is going to be about. Students can make inferences by looking at the pictures or any words that may stand out.
