The aim of the activity is for the pupils to increase their vocabulary of first and/or second language, through engaging in group reading of a picturebook with little or no text. The activity can be adapted to different language levels, depending on which picturebook is used. The activity can be used in monolingual groups, as well as multilingual. The activity may increase the pupils` active and passive understanding and mastering of vocabulary represented in his/her linguistic repertoire, and other languages represented in the group. 

The main focus is on oral language, but other elementary skills may also be supported by this activity. 

Step 1: Preparation  

The teacher selects a picturebook that he/she regards suitable for the activity on the class level. If the group and the room is big, it might be useful to have two copies of the book, so that the two teachers can show the book simultaneously to all pupils. If possible, with regard to time and teacher capacity, the teacher makes a wordlist/dictionary on beforehand, as described above. 

Finally, the entire class should be equipped with drawing paper and a good selection of colour crayons/pencils. 

Step 2: The group reading

The activity is organised by one, or preferably, two teachers. One teacher will lead a group reading activity, by hinting at the contents and main story of the book, while displaying and flipping slowly through the picture book, page by page, at the pupils’ pace. 

The reading is supposed to take the form of a dialogue, in which the second teacher will strengthen the dialogue, by leading the pupils to the relevant parts of the story, page by page, and assisting in getting the conversation back on track, when needed. 

If there is more than one (minority) language represented in the group, it is recommended that the teachers prepare a small wordlist/dictionary, based on the most important characters, contents and action of the book. As far as possible, the words should be supplied by a drawing/picture, copied from the book or other sources, as visual support.  

Even if none of the teachers know the minority languages represented in the group, the wordlist can be used back and forth in the group, strengthening the dialogue, by pupils and teachers recognizing the word in print or orally.  

This kind of activity is supported by the translanguaging theory, stating that all people, monolinguals as well as multilingual, have one linguistic repertoire, from which they select the features that they need for communicating. 

This activity may also be supplied by the pupils and the teachers drawing their language portraits, to visualize and reflect about the number and status of each person’s languages represented in their language portraits.