|by Katie Wood Ray|
This first part of the book (section 1) covered chapters 1-6, so I'll give you an overview of my thoughts (in part based on Deedee's guiding questions). I was surprised at the level of thought that the kindergarten students were able to put into their illustrations as depicted in the book. Wow! I feel like it was eye-opening for me. I know I did not give enough emphasis to my students' illustrations as I did their writing. But, that's all about to change :)
How might you explain to students that illustrating is composing?
What stood out for me was this quote from Chapter 1, "If teachers are willing to make a composing connection and show children how an illustrator's decisions about pictures are a lot like a writer's decisions about words, she forms a bridge of understanding that nurtures children as both illustrators and writers." I could end right there, but I won't...
My thoughts were to have my students start their writing workshop, then after about 5-10 minutes of planning, have them stop and share their illustrations (thus far). This will help them to tell their story before they even start writing. So, hopefully they'll take as much consideration in their word choice as do their pictures. Also, during reflection, I would have share time for good illustrations, not just great stories.
How might your attitude towards writing affect your students' willingness to write?
I think teacher attitude affects all content areas. Students feed off your excitement and consequently, lack of enthusiasm. Children need to see the purpose of their writing, not just as a task that needs to be done.
How might you help students build stamina in their writing?
We work hard on building our stamina due to our use of The Daily 5. So, this naturally carries over into our writing. I know I need to spend more time listening to my students tell me about their pictures and not make the illustrations just a means to get to an end (the story).
What language might you use with your students to talk about reading like a writer, both as a writer of words and pictures?
I will have to model the "habit of mind" for my students. We will discuss getting into the illustrator's head to notice why they think the author made a particular decision about a picture. And, to point out that when they are illustrating their own stories, what do they want their readers to "see"? Also, it is important to link the idea to a new topic, so they don't think the illustrator's decision to zoom in on something is only for nature, it could be for a trip to the store, too. I would emphasize that like their words, pictures make meaning.
Name several books you would gather for your classroom's units of study on illustration.
Here are my book suggestions:
|by Steve Jenkins|
|by Istvan Banyai|
|by Alexandra Day|
|by Alan Zweibel|
|by Pat Lowery Collins|
I welcome your comments, questions, and suggestions :)
Please join me again next week on the 29th at Mrs. Wills Kindergarten for Chapter 7: Ideas and Content.
Thanks for stopping by to visit!