After sending out my last newsletter discussing the flaws of the 3 cueing system and how to implement change, I received a number of emails asking about the role of pictures. Aren’t they important? How are they important? How can they bring meaning to the text?

Pictures should never be used to guess a word. That’s what explicit phonics instruction is for. But pictures have the ability to support reading in other powerful ways. In this post, I’m going to discuss three ways pictures are a powerful part of the reading experience.

Pictures enhance comprehension. Once a word is decoded, the picture can elevate the meaning of the word. In my last newsletter I wrote about a student who couldn’t figure out the word “ferry” in a leveled reader because a) he didn’t have the phonics knowledge to do so, and b) had never been exposed to that word before, so looking at the picture didn’t even help him. Once he was given the tools to efficiently decode the word, he was able to use the picture of the ferry in the text to gain a better idea of this word’s meaning. In addition to supporting vocabulary comprehension, pictures can support other areas of comprehension, such as visualizing the story’s flow and plot structure, better understanding a character’s emotional states and reactions, and referencing inferences and predictions.
Pictures add to the storyline. In some stories, pictures provide clues and information that aren’t in the text. They may show another perspective that isn’t narrated. They act as hidden features that add to the storyline.
Pictures tap into readers’ imaginations. Detailed illustrations allow readers’ minds to roam — to wonder and wander, and to wish. They invite readers to exercise their imaginations. They encourage readers to ask questions that they might not have had without the visual images, and explore places they never could have imagined before.
Pictures evoke emotional connections, responses, and reactions. Have you ever been pulled in by the illustrations of a book, or experienced an emotional reaction or response because of its pictures? Pictures can add a certain mood to the story.

Readers should be encouraged to interpret the pictures alongside the text - to examine, observe, notice, and question — to use the pictures as a tool to deepen their understanding and experience of the story and its characters. Next time you are introducing a reader to a picture book, make sure to save extra time for exploring the role of the pictures. Here are a few topics to discuss when reflecting on the role of pictures in books.

Patterns or common themes incorporated by the illustrator
New information that is represented in the pictures that is not conveyed in the writing
How the reading of the book might have been different without the pictures - would you have missed out on important information offered only through the visual component?
The ways in which the pictures help bring deeper understanding of the elements of the story: characters, setting, plot, etc…
Emotional responses or moods drawn out by the pictures

What are some of your favorite picture books, and how do their illustrations enhance the story?

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We know that the long a sound spells its name. But how many ways are there to spell this long vowel sound? I teach EIGHT different ways to spell the long a sound.

Knowing these different spelling patterns for this one sound is vital in developing phonemic awareness that will support students on their journey of becoming strong, confident, and fluent independent readers.

As students move from picture-heavy readers to more text-heavy books, they need to be equipped to confidently tackle words without guessing or using pictures. Targeted phonics instruction will not only help students decode more fluently, but students who have strong decoding and fluency skills also comprehend what they read more efficiently.

In this post, I list each of the eight spelling patterns as well as when each spelling pattern is most likely to be used.

a

Can spell the long a sound at the end of a syllable. Ex: acorn

a-e

Can spell the long a sound when the silent final e makes the a say its name. Ex: cake

ai

Can spell the long a sound at the beginning or in the middle of a word. Ex: aim; rain.

ay

Can spell the long a sound at the end of a base word. Ex: play

ea

Can spell the long a sound in the middle of a word. Ex: break

ei

Can spell the long a sound in the middle of a word. Ex: their

eigh

Can spell the long a sound at the beginning, in the middle, or at the end of a word Ex: eight; neighbor; sleigh

ey

Can spell the long a sound at the end of a word. Ex: hey

For targeted practice with the different spelling patterns of the long a sound, check out this decodable reading resource in my shop.

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