Bringing Families Together: Wordless Picture Books to Support Home Language Use

Meghan Cheely, Monett Elementary School, Monett 

Introduction 

The Monett community is home to a linguistically diverse population, with students speaking over twenty different languages or dialects. The number of families considered Newcomers, those newly arrived in the United States, is rapidly increasing in our schools. As a result, it is critical for educators to support these students in learning English as a second language. One significant challenge faced by many English Learner (EL) families is their limited ability to read with their children, as most books sent home from school are written exclusively in English. These families often believe that the language barrier prevents them from actively contributing to their child’s literacy development and overall education. 

However, when parents are able to engage in reading with their children, it can have a profoundly positive impact on the child’s literacy skills and promote multilingualism. Wordless picture books offer a unique and accessible solution. These books empower families to tell stories using their home language, English, or a mix of both. By removing the barrier of written text, wordless picture books create opportunities for shared reading experiences that build language skills, foster creativity, and support meaningful family interactions. 

This project aimed to support multilingual students by providing access to wordless picture books that they could use both at school and at home. Because these books contain no written words, students are able to develop confidence in their literacy abilities. The illustrations serve as visual scaffolds, encouraging students to use their imagination and verbal language skills to narrate stories. Parents and children do not need to be fluent in English to make sense of the story; they can rely on the pictures and their knowledge of any language they speak to co-construct meaning. If children struggle with understanding the storyline, parents can support them using their home language to describe the visuals and ask questions. 

Reading wordless picture books helps students build essential literacy skills such as listening, vocabulary development, and comprehension (Hu, 2018). These shared reading experiences also encourage families to engage in rich conversations, which strengthens vocabulary and enhances the home literacy environment (Jalongo, 2014). As families grow more confident in supporting their children’s learning, their involvement can positively influence academic success and linguistic development. 

This project also provides teachers with a practical and inclusive way to scaffold instruction for students who are still developing their reading skills. Wordless picture books can be used to practice comprehension, sequencing, and storytelling, just as effectively as traditional text-based books (Arizpe, Colomer, & Martínez-Roldán, 2014). 

In my own classroom, I introduced families to wordless books during parent-teacher conferences. I explained the educational benefits of these books and encouraged every family to take one home. Throughout the year, students could exchange their book for a new one as often as they wished. I periodically reminded families of the availability of these books and encouraged their continued use at home and in the classroom. I reassured parents that they did not need to be fluent in English to read these books with their children. 

Step-by-Step Plan 

• Order a variety of wordless picture books and book pouches to transport books from school to home.  

• Organize supplies in my first-grade classroom. 

• Share a multilingual flyer with parents on the importance of wordless picture books and how to utilize them effectively.  

• Communicate with parents about the wordless picture books during fall parent teacher conferences.  

• Follow-up with students and families to see how they used the books and if they enjoyed practicing their language skills with them.  

Timeline 

Summer – Secure project funding. 

September – Purchase wordless picture books for the classroom. 

October – Share an informational flyer with families during parent teacher conferences. 

April/May – Obtain feedback from families and students. 

Budget 

Large book pouches (set of 4) 

Small book pouches (set of 36) 

Wave by Suzy Lee 

Rainstorm by Barbara Lehman 

One Little Bag: An Amazing Journey by Henry Cole 

A Stone for Sascha by Aaron Becker 

Shine: A Wordless Book about Love by Dagny Griffin 

Little Fox in the Forest by Stephanie Graegin 

Mr. Wuffles by David Wiesner 

I forgive Alex by Kerascoet 

Hank Finds an Egg by Rebecca Dudley 

The Flower Man by Mark Ludy 

Bee and Me by Alison Jay 

Finding Fire by Logan S. Kline 

A Day for Sandcastles by Jonarno Lawson 

Drawl by Raul Colon 

Imagine by Raul Colon 

Rosie’s Glasses by Dave Whamond 

Alphabet City by Stephen Johnson 

Dandelion’s Dream by Yoko Tanaka 

Wolf in the Snow by Matthew Cordell 

Have You Seen My Duckling? by Nancy Tafuri  

Deep in the Forest by Brinton Turkle  

Changes, Changes by Pat Hutchins  

Truck by Donald Crews  

Goodnight, Gorilla by Peggy Rathmann  

Flora and the Flamingo by Molly Idle  

A Ball for Daisy by Chris Raschka 

Fossil by Bill Thomson 

Red Sled by Lita Judge  

Where's Walrus? by Stephen Savage  

The Red Book by Barbara Lehman  

I Walk with Vanessa by Kerascoët  

Chicken Thief by Béatrice Rodriguez 

Flotsam by David Wiesner  

Sector 7 by David Wiesner 

Chalk by Bill Thomson  

Open the Gift by Megan Watson  

Laney Dances in the Rain by Kenneth Willard, Matthew Rivera  

A Boy Like Me by Stephanie O'Connor  

Professional Crocodile by Giovanna Zoboli, Mariachiara Di Giorgio  

Another by Christian Robinson 

A Boy, a Dog, and a Frog by Mercer Mayer  

The Lion & the Mouse by Jerry Pinkney  

Door by Jihyeon Lee  

Good Dog, Carl by Alexandra Day  

Penguin Sets Sail by Jessica Linn Evans  

Bearded Dragon, Home Alone by A.K. Beck, D.R. Obina  

Fly! by Mark Teague  

Pancakes for Breakfast by Tomie dePaola  

Hike by Pete Oswald 

Float by Daniel Miyares  

A Day at the Zoo by Megan Watson  

Tuesday by David Wiesner  

Aaron Becker's Wordless Trilogy 3 Books Collection Set (Journey, Quest & Return) by Aaron Becker  

Flashlight by Lizi Boyd 

The Dog in Shoes: The Quest for Pizza by Anngri Arts 

Sustainability 

Wordless picture books are a long-lasting resource that can be used year after year. To help preserve them during transportation between school and home, I purchased protective book pouches. Students are able to check out these books as needed which encouraged continued engagement and accessibility. 

Looking ahead, I plan to apply for additional grants to expand the collection. My goal is to eventually provide access to wordless picture books for all first-grade students, not just those in my own classroom. This would allow more families to benefit from this inclusive approach to literacy development. 

I will continue to communicate with families about the importance of reading with their children, both in their home language and in English. These shared reading experiences help students build confidence in their literacy abilities and strengthen language skills through interaction with both family members and classmates. 

Reflections 

I have always had a deep love for reading and enjoy sharing books with my two young children. Since they are still learning to read, they often rely on the pictures to guide their understanding of the story. This experience has deepened my appreciation for wordless picture books and their unique ability to spark creativity and language development. 

What I love most about wordless books is that there is no "right" or "wrong" way to read them. Children are free to use their imagination to create their own narratives, making the experience both empowering and enjoyable. In my classroom, I loved watching students bond over the stories they created together. It was inspiring to see them collaborate, problem-solve, and take ownership of the storytelling process. 

Reflecting on past years, I know this project would have been especially impactful for the Newcomer students I’ve taught, those who arrived with little or no English. These books would have given them an accessible entry point into English literacy, allowing them to build vocabulary and confidence by sharing stories with native English-speaking peers. 

I am excited to continue this project in the years to come and remain hopeful that it can eventually be expanded school-wide, so that all students, regardless of language background, can benefit from this powerful and inclusive literacy tool. 

References 

Arizpe, E., Colomer, T., & Martínez-Roldán, C. M. (2014). Visual journeys through wordless narratives: An international inquiry with immigrant children and The Arrival. Bloomsbury Academic. 

Hu, R. (2018). Wordless picture books: Critical and creative literacy for the twenty-first century. Australian Journal of Language and Literacy, 41(2), 97–106. 

Jalongo, M. R. (2014). Supporting young children’s language and literacy development. In M. R. Jalongo (Ed.), Teaching in the digital age: Smart tools for age 3 to grade 3 (45–68). Pearson. 

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