A GUIDE IN CONDUCTING PICTURE WALK

LOTUS Program Implementation

Sorsogon State University

Picture walk is done in pairs (reading buddies): tutor and tutee or tutee and a fellow tutee.

Tutor chooses the most appropriate books.

1. Preview the books
2. Choose the books for picture walk, taking into consideration the grade level, reading
level and interest of the tutee.
3. Choose books with pictures that are not abstract.
4. Pictures on the book must ‘tell’ the story contained in the book.

Tutor sets a safe environment in engaging with the Reading Buddies

1. Build rapport with the tutees.
2. Use polite and respectful words.

Tutor explains the guidelines and steps in doing the Picture Walk
1. Use Mother Tongue or in the language the pair is most comfortable with.
2. Focus on the pictures only. Cover the texts on each page if the pair can already read.
3. Tutees must take turns in sharing, giving each enough time for each other. No rushing.
4. Each pair must negotiate the meaning of the pictures: Use tentative language: this
seems like, maybe, perhaps..
5. Maintain a polite, respectful interaction always, even if there are disagreements.

Steps in the Picture Walk

Step 1: Reading buddies create a story based on the pictures of the book.
1. On each page, the pair notes the details of the pictures: What do we see here? What is
happening here? What is this page about? If the tutees can already read the words, ask
them to cover the texts on each page.
2. After every 5 pages, the pair goes back to the first page and connect the events that
happened from each of the pages: What happened first, what happened next…
3. Do it again after page 10, page 15, and so on.. until the pair completes the whole book
4. The tutor or the pair are encouraged to do an audio recording of the summary of the
story based on the pictures, from beginning to end, using the Mother Tongue

Step 2: Reading buddies write their own version of the story

 The pair writes the first draft, using the Mother Tongue – in Bikol , in Filipino or English,
depending on language that they are most comfortable with
 One sentence only per page
 Illustrate each page
 Once completed, create a cover/title page.
 Staple them.
  The pair can read out loud their own version of the story, taking turns reading each
page.
 The storybook may be displayed in the classroom or in a place where the pair can see
their written work.

Step 3: Reading buddies read out loud the story.

1. After doing the Picture Walk (Step 1) and writing their own version of the story (Step 2),
the pair will go back to the book they used for the Picture Walk and now read out loud
the book.
2. The pair takes turns in reading the book, one page at a time, until they have finished
reading the entire book.
3. As the pair reads out loud, they must take note if their version of the story is the same
as the author‘s story.

FOR THE TUTORS: Before starting Step 3, remind the pairs that if one of the pairs has difficulty
reading a word, they should not rush their reading buddy. They can help each other how to
read the word or write down the difficult words in their journal so they can go back to them in
Step 4.

Step 4: Reading buddies building a Word Bank in their Journal

1. In their journals, reading buddies will write down the words they encountered in the
book which they had difficulty reading or understanding (unfamiliar with, or do not
know the meaning)
2. They can consult the teacher/ tutor or use a dictionary in the classroom or library to
unlock the meaning of these words.

 Tutor should encourage them to use these new words.

 Tutor should incorporate the use of these words in the tutoring sessions.
 The words may be written on strips of paper and posted on a Word Wall and used for
games or other literacy activities.

Step 5: Completing a Reading Log

• On their individual reading journal, Reading buddies will write down the title of the book
they read, the author, date when they read it and the number of pages they read
• They will also rate the book on how much they liked or enjoyed reading the book (10 as
liked most; 1 as liked least) and provide a short explanation why they liked (or did not
like) the book.

My Reading Log
Number
Title of the Book
 Name of the Author
Date Read
Number of Pages Read
Rating of the Book (10 as highest)
I liked the book because…
OR
I did not like the book very much because….
Name of Reading Buddy

The Steps in the Picture Walk may be done in several sessions of 1 hour each:

Session 1: Picture Walk and audio recording their summary of the picture walk.
Session 2: Writing their own version of the story, ending with reading out loud their own
version of the story
Session 3: Reading out loud the story, comparing their own version of the story versus the
author’s story, writing down difficult words, and unlocking meanings.
Session 4: Games or activities using the Word Wall e.g. identifying the nouns, adjectives,
forming phrases or sentences, spelling bees, translating the words to Bikol or English, etc.

IMPORTANT:
Tutors are encouraged to write down in their journals their own observations, reflections, and
insights about the progress of their tutees.

Before implementing the Picture Walk intervention, tutors must video record each tutee for 1
minute while reading a text and upload to a GDrive folder provided by the school which will be
shared to Pinoy Reading Buddies (PRB). This will serve as a pre-intervention diagnostic
assessment.

At the end of the Picture Walk reading intervention period e.g. after one semester, tutors must
video record each tutee for 1 minute while reading a text and upload to a GDrive folder
provided by the school which will be shared to Pinoy Reading Buddies (PRB). This will serve as a
post-intervention diagnostic assessment.