Wordless Picture Books for Storytelling Practice

The skill: connect visual events into a story

Storytelling with images involves noticing characters, settings, and actions, then describing how events relate across the sequence. A child may identify what happens first, what changes, and what appears on a later page.

Some details are directly visible; others are interpretations. A picture might show a child holding an umbrella beneath dark clouds. The reader can observe those details and infer that the character expects rain, but the image alone may not establish the character's thoughts.

A wordless book may support multiple reasonable narrations. The child can speak, point, gesture, choose from pictures, or use a communication device. An adult can supply connective words while following the child's indicated choices.

Choose a book and preview the sequence

Select a wordless or nearly wordless picture book with a sequence the child can see clearly. A borrowed book works. Preview the pages to identify characters, changes in location, and any images that may be ambiguous.

Choose a few pages for discussion rather than requiring a narration of every detail. Make sure the child can view the relevant parts of the images; a larger format or verbal description can help when needed.

If the book has occasional printed words, include them as part of the source. The activity can still focus on storytelling from images, but do not describe a printed statement as absent. Keep the actual pages available for checking.

An invented three-picture sequence

Imagine three pictures. In the first, a child named Mina holds a kite under dark clouds. In the second, Mina stands inside by a window while rain falls outside. In the third, sunlight appears and Mina carries the kite outdoors.

One possible narration is: ‘Mina wanted to fly a kite. Rain began, so Mina waited inside. When the sun appeared, Mina went out with the kite.’ The pictures support the visible actions; the reason for waiting is an inference connected to the rain.

The images do not show that the kite was flown successfully after the third picture. A reader may invent that continuation, but it should be distinguished from the events actually shown in the imagined sequence.

Build a narration step by step

Show the three imagined pictures or draw simple versions. Agree on what each image represents before putting them in order.

1. Describe the first picture: Mina has a kite and dark clouds are visible.
2. Describe the second: Mina is inside and rain is visible outside.
3. Describe the third: sunlight appears and Mina carries the kite outdoors.
4. Arrange the images in the stated sequence and connect them with words such as ‘then’ or ‘afterward.’
5. Identify one inference, such as why Mina waited, and point to the visual detail that supports it.
6. Retell the sequence to a partner, keeping an invented continuation separate from the pictured events.

A conversation about what is visible

Adult: ‘What do you see in the first picture?’ Child: ‘Mina has a kite.’ Adult: ‘What else do you notice?’ Child points to the clouds. Adult: ‘Those are dark clouds. What might happen next?’

After the second image, the child says Mina went inside because of rain. The adult can respond: ‘The rain is visible, and Mina is inside. That is a reasonable explanation. The picture does not give us Mina's exact thoughts.’

If the child says the kite broke, ask where that is shown. It can be an invented possibility, but the described images do not establish a broken kite. The child can add it to a separate continuation if desired.

Observe before interpreting

Begin with details that can be pointed out: a kite, clouds, rain, a window, and sunlight. Ask the child to show each detail in the relevant image. The adult can describe it if the child cannot see or access the picture directly.

Then ask what the detail might mean for the story. Dark clouds may suggest rain, but they do not guarantee a particular next event. The distinction between observation and inference makes the narration more precise.

If an image is ambiguous, acknowledge the uncertainty. A shape could be a kite or another object without a clear caption. Agree on an interpretation for the activity while recognizing that another reader may see it differently.

Connect the images in order

Use ‘first,’ ‘then,’ and ‘afterward’ to connect the three imagined pictures. Mina has the kite, waits inside while rain falls, and later carries it outdoors when sunlight appears.

The child may point to the cards in order while an adult supplies the connecting words. A spoken sentence is not the only way to show the sequence. Keep all three images visible if memory is not the skill being tested.

If the child puts the sun image before the rain image, return to the given sequence and compare the positions. A reader could invent a different story from rearranged cards, but the task of retelling the supplied sequence uses the original order.

Ask a focused question

Instead of asking only ‘What is happening?’, point to the second image and ask ‘Where is Mina while the rain is outside?’ The visible answer is inside by a window.

A follow-up can ask ‘Why might Mina wait inside?’ Rain provides a possible reason. Use ‘might’ because the image may not state the reason directly.

Offer two choices if helpful, while allowing the child to suggest another idea. Avoid making one choice obviously absurd just to cue a response. A useful prompt identifies the part of the image being considered.

Consider a character's feeling carefully

A reader might infer that Mina feels disappointed while waiting inside, but the described image does not specify an expression or state a feeling. Ask what visible detail supports the idea and whether other feelings are possible.

The child may say Mina is patient, curious, or simply waiting. If the picture lacks enough evidence, acknowledge uncertainty. Do not treat a particular facial expression as having one universal meaning.

An adult can model a cautious statement: ‘Mina might be disappointed because the kite is not outside yet, but we cannot know for certain from this picture alone.’ This keeps interpretation distinct from observation.

Predict and then check the next page

Before showing the third image, ask what might happen after the rain. A child may predict that Mina stays inside or takes the kite out. Ask which detail supports the idea.

Reveal the third image and compare the prediction with the visible event: sunlight appears and Mina carries the kite outdoors. A reasonable prediction may differ from that event.

If the child already knows the sequence, distinguish remembering the next image from predicting it. Both can lead to a discussion of clues, but they are different responses to the task.

Separate a pictured event from a continuation

The third imagined image shows Mina carrying a kite outdoors. It does not show the kite flying. A child can invent a successful flight as what happens next, but that continuation is not a visible event in the supplied images.

Use a phrase such as ‘Now let's make up the next part’ to mark the shift. The child might imagine a flight, a tangled string, or a return indoors. Each is a creative addition rather than evidence about the original three pictures.

If the goal is to retell the pictures, return to the shown actions. If the goal is to create a new story, the child can change or extend them. Naming the goal keeps both activities available.

Make the first task easier

Use two clear pictures showing a before-and-after action, such as a closed box and then an open box. Ask the child to point to what changed. An adult can describe the images and move the cards under the child's direction.

Keep the pictures visible and offer simple choices when useful. The child may respond by pointing, eye gaze, gesture, speech, or a communication device. One observation can be enough for an initial round.

Add a third picture after the child has had an opportunity to compare the first two. A sequence can be supported by labels or an adult's narration without requiring independent speech.

Add challenge through competing narrations

Invite two people to narrate the same three pictures. One may say Mina waited for the rain to stop; another may say Mina went inside to look out the window. Compare which parts are visible and which are inferred.

Ask whether each narration preserves the sequence and avoids contradicting a shown event. A narration can be different without being wrong, provided its claims fit the available evidence or are clearly labeled as invention.

For a further challenge, ask the child to add a transition explaining how one image connects to the next. If the reason is not shown, use tentative language such as ‘perhaps.’ The listener can ask what detail supports the explanation.

Record a short narration

Draw three boxes and label them first, next, and afterward. The child can dictate one sentence for each image while an adult writes or draws a simple symbol. Keep the source images available for checking.

Mark an inferred reason with a phrase such as ‘may have’ if the image does not state it. For the invented sequence, rain is visible in the second picture, while Mina's precise reason for waiting is inferred.

If the child invents a fourth event, put it in a separate box labeled ‘our continuation.’ This preserves the difference between the source sequence and the new story. A written record is optional.

Share the story with a partner

The child shows the images in order and tells or indicates what happens. A partner listens and asks about a connection, such as why Mina went inside. Both can return to the picture to identify the rain as a supporting detail.

If the partner describes an event not shown, ask whether it is an inference or a new invention. The child can accept it as a continuation or keep the retelling limited to visible events.

The partner can read or speak the child's selected ideas aloud for confirmation. The child may correct the wording. A supported narration can be coherent without a particular sentence structure or speaking style.

Find a character across several images

Look for Mina in each of the three imagined pictures. The character appears with a kite outside, then indoors near a window, and later outdoors again. The location changes while the story follows the same character.

In a real book, a character may change clothing, size, or position between pages. Look for several visual clues rather than assuming that one color always identifies the person. If the images do not make the identity clear, acknowledge the uncertainty.

Ask the child to point to the character on each page or direct an adult's attention. A consistent character reference helps the listener follow who performs each action without requiring the child to name every background object.

Compare what changed between pictures

Between the first and second imagined images, Mina moves from outdoors to indoors and rain appears. The kite was visible in the first image; the second description does not say where it is. Avoid assuming it was lost or broken.

Between the second and third images, sunlight appears and Mina is outdoors carrying the kite. The reader can describe those visible changes and propose a connection. The exact time elapsed between images is not specified.

A simple two-column record can list ‘first image’ and ‘next image.’ The child may point while an adult writes. This comparison focuses attention on changes that support the sequence rather than adding unstated events.

Consider a different but compatible explanation

One narration says Mina waited inside because it was raining. Another says Mina watched the weather from the window before going out. Both can fit the described pictures if presented as interpretations rather than confirmed thoughts.

Ask each storyteller which visible details support the explanation. Rain and an indoor window appear in the second image. The images do not tell the reader every reason for Mina's actions.

A third narration claiming that Mina flew the kite during the rain goes beyond what the second image shows. It may be an invented event between pictures, but it should not be described as directly pictured. Label the addition so the listener can follow the distinction.

Use a missing-page question carefully

Suppose the first and third images are visible but the middle image is covered. Ask what might happen between them. A child may propose rain, a snack, or another event. Without seeing the middle picture, several ideas may be possible.

Reveal the middle image and describe what it actually shows: Mina inside while rain falls. Compare the prediction with the revealed image. The reveal checks the book's sequence, not every event that could have been imagined.

If the middle image was never available or the story leaves the transition open, avoid claiming that one invented event is certain. A wordless book can invite inference while preserving uncertainty about details it does not show.

Track an object through the sequence

Point to the kite in the first image and the kite in the third. Ask where it is visible and whether the second description shows it. The supplied middle image does not specify its location.

A child might say the kite stayed beside Mina inside. That could be an inference or invention, but it is not established by the described image. Ask what picture detail would be needed to confirm it.

Tracking a recurring object helps a reader connect pages, but absence from one frame does not prove the object disappeared. A picture may show only part of a scene. Keep the claim limited to what the image provides.

Build a story from a listener's questions

After the child narrates the three pictures, a listener can ask ‘What happened after the rain?’ The child points to the sunlight and Mina carrying the kite outdoors. This question helps the listener follow the sequence.

The listener might also ask ‘Did the kite fly?’ The pictured sequence does not answer that. The child can say it is unknown or invent a continuation and identify it as such.

A partner's question can reveal a missing connection in the narration. The child may add ‘then’ or point back to the second image. The listener should not require a detail that the book never supplies as a confirmed fact.

Choose a clear sequence from a real book

Open a wordless book and choose three consecutive pages or panels showing a short sequence. Identify the characters and actions visible on each. The child can select the pages while the adult records a brief description.

Ask what changes from one page to the next and whether a connection is shown or inferred. A character may move to another location between pictures; the exact route may not be visible. Describe the change without inventing unnecessary steps.

If the book uses a nontraditional page order, follow its design and any available cues. Do not assume every panel is read in the same direction without examining the layout. A clear sequence is best for the initial activity.

Give the child control of the narration

The adult can describe a picture and pause for the child to accept, correct, or add an idea. If using a communication device, prepare relevant words such as ‘kite,’ ‘inside,’ ‘rain,’ and ‘outside,’ while leaving room for another response.

Repeat the child's selection for confirmation. If a gesture is ambiguous, point to the two possible details and ask which one was intended. The adult's wording should not silently replace the child's idea.

A child can also choose when to turn the page or ask a partner to describe a detail. Participation may consist of selecting, correcting, or connecting images rather than speaking a complete narrative independently.

Compare a retelling with a new story

A retelling of the imagined sequence includes Mina with a kite, the indoor rain scene, and Mina going outdoors in sunlight. A new story could instead begin with Mina flying the kite in a storm, but that changes the supplied sequence.

Ask the child to label which version follows the pictures and which is an invention. Both can be enjoyable. The distinction matters when a listener wants to know what the original images show.

A drawing of a fourth event can be placed after the three source cards and labeled ‘our continuation.’ The child can later remove it to retell only the source sequence. This keeps the two purposes visible.

Revisit the original three images

Lay out the kite-and-clouds, indoor-rain, and outdoor-sunlight images. Invite the child to point to one visible action on each. Then ask for one possible connection between two images.

A partner can repeat the narration and ask whether it matches the child's intended story. If a reason was inferred, use tentative language or identify the supporting detail. Finish after one shared sequence if the child prefers.

Check what a drawing represents

If the child makes a drawing of Mina flying the kite after the third picture, label it as the child's continuation. Place it after the source sequence and ask a partner to identify which events were shown originally and which event was added.

If the drawing instead represents Mina carrying the kite outdoors, compare it with the third source image. The child may have omitted background details while preserving the main action. A simplified drawing can still represent the event accurately.

Ask the child what the drawing means before correcting it. A listener may interpret a line as a kite string when the child intended a path. A short label or spoken explanation can clarify the representation without requiring artistic precision. Keep the original picture nearby when a listener wants to compare the two versions.

Observe and continue

A useful note might say: ‘Pointed to the rain image after the adult asked why Mina might wait inside’ or ‘Placed the three pictures in order with the original sequence visible.’ Include the support used.

One narration does not establish overall comprehension, and an unexpected interpretation does not establish a persistent difficulty. Ambiguous images and unfamiliar contexts can affect the task. If questions continue, share concrete examples with a teacher or appropriate professional.

For retelling known events, see Retelling a Story with Three Simple Pictures. For predict-and-check questions, try Reading a Picture Book by Predicting and Checking. Letters and reading offers an optional digital continuation.