Theresa Bowers

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Home > Talking Rebus

Talking Rebus

A Talking Picture Book of "Sandcastles" by Marc Burgess
Beach Chair (Sm.)

  A rebus story is a picture book or story or poem that combines picture and words to tell the story.  Similiar to those who remember Highlight books from the days at the pediatrician's office, rebus stories are told through the use of words and pictures.  In my talking rebus example of Marc Burgess' story "Sandcastles", K-3rd grade children may click on any picture in the story and the word the picture represents will be heard out loud.  It is excellent for beginning readers to meaningfully learn by being excited about reading.  It aides them in learning to master difficult words and phrases, and to give them a rest while reading a story that is longer than they are used to. 

   In addition, children will naturally come up with ideas and stories related to the story they have just read.  The pictorial icons and/or others could be given to a K-3 class to develop and write a new story based upon their experiences at the beach, lake or pool over the summer.

   ESL students and reading challenged students will enjoy the challenge of guessing the word expressed by the picture and then hearing if they were correct.  A game could be made and these pictures could be added to their word bank and knowledge base.

 
NJ- New Jersey Core Curriculum Content Standards
Subject: Language Arts Literacy (Prior to the adoption of Common Core standards)
Standard 3.1: READING - ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION.
Range/Grade Level: By the end of Kindergarten
Strand: A. Concepts About Print
Cumulative Progress Indicator 1: Realize that speech can be recorded in words (e.g., his/her own name; words and symbols in the environment).
Cumulative Progress Indicator 2: Distinguish letters from words.
Cumulative Progress Indicator 3: Recognize that words are separated by spaces.
Cumulative Progress Indicator 4: Follow words left to right and from top to bottom.
Cumulative Progress Indicator 5: Recognize that print represents spoken language.
Cumulative Progress Indicator 6: Demonstrate understanding of the function of a book and its parts, including front and back and title page.
Range/Grade Level: By the end of Grade 3
Strand: A. Concepts About Print/Text
Cumulative Progress Indicator 1: Recognize that printed materials provide specific information.
Cumulative Progress Indicator 2: Recognize purposes for print conventions such as end-sentence punctuation, paragraphing, and bold print.
Standard 3.3: SPEAKING - ALL STUDENTS WILL SPEAK IN CLEAR,CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Range/Grade Level: By the end of Grade 3
Strand A: Discussion (small group and whole class)
Cumulative Progress Indicator 1: Listen and follow a discussion in order to contribute appropriately.
Cumulative Progress Indicator 2: Stay focused on topic.
Cumulative Progress Indicator 3: Take turns.
Cumulative Progress Indicator 4: Support an opinion with details.
Strand B: Questioning (Inquiry) and Contributing
Cumulative Progress Indicator 1: Develop appropriate questions to explore a topic.
Cumulative Progress Indicator 2: Contribute information, ideas, and experiences to classroom inquiry.
Strand C: Word Choice
Cumulative Progress Indicator 1: Use vocabulary related to a particular topic.
Cumulative Progress Indicator 2: Adapt language to persuade, explain, or seek information.
Cumulative Progress Indicator 3: Use new vocabulary and figurative language learned from literature and classroom experiences.
Strand D: Oral Presentation
Cumulative Progress Indicator 1: Use pictures to support an oral presentation.
Cumulative Progress Indicator 2: Attempt to revise future presentations based on feedback from peers and teacher.
Cumulative Progress Indicator 3: Use appropriate strategies to prepare, rehearse and deliver an oral presentation: word choice, expression, eye contact and volume.
Standard 3.2: WRITING - ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Range/Grade Level: By the end of Grade 3
Strand A: Writing as a Process (prewriting, drafting, revising, editing, postwriting)
Cumulative Progress Indicator 1: Generate possible ideas for writing through recalling experiences, listening to stories, reading, brainstorming, and discussion.
Cumulative Progress Indicator 2: Examine real-world examples of writing in various genres to gain understanding of how authors communicate ideas through form, structure, and author’s voice.
Cumulative Progress Indicator 3: Use graphic organizers to assist with planning writing.
Cumulative Progress Indicator 4: Compose first drafts from prewriting work.
Cumulative Progress Indicator 5: Revise a draft by rereading for meaning, narrowing the focus, sequencing, elaborating with detail, improving openings, closings, and word choice to show voice.
Cumulative Progress Indicator 6: Participate with peers to comment on and react to each other’s writing.
Cumulative Progress Indicator 7: Build awareness of ways authors use paragraphs to support meaning.
Cumulative Progress Indicator 8: Begin to develop author’s voice in own writing.
Cumulative Progress Indicator 9: Use reference materials to revise work, such as a dictionary or internet/software resource.
Cumulative Progress Indicator 10: Edit work for basic spelling and mechanics.
Cumulative Progress Indicator 11: Use computer word-processing applications during parts of the writing process.
Cumulative Progress Indicator 12: Understand and use a checklist and/or rubric to improve writing.
Cumulative Progress Indicator 13: Reflect on own writing, noting strengths and areas needing improvement.
Standard 3.4: LISTENING - ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS.
Range/Grade Level: By the end of Grade 3
Strand A: Active Listening
Cumulative Progress Indicator 1: Connect messages heard to prior knowledge and experiences.
Cumulative Progress Indicator 2: Exchange information through verbal and nonverbal messages.
Strand B: Listening Comprehension
Cumulative Progress Indicator 1: Follow two- to three- step directions.
Cumulative Progress Indicator 2: Listen to a story read aloud and/or information from television or film, and summarize main ideas.
Cumulative Progress Indicator 3: Paraphrase information shared by others.
File Attachments:
  1. TCBHWSandCllassBU.ppsx TCBHWSandCllassBU.ppsx
    "Sandcastle" Talking Rebus made using Microsoft PowerPoint
  2. TCBHWSandWebPage.mht TCBHWSandWebPage.mht
    PowerPoint Talking Rebus uploaded as a Web Page in Mhtml-- Seems to have shifted the pictorial icons a little to the left.
Author: Theresa M Bowers
Last modified: 7/2/2021 7:17 AM (EST)